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12th Annual
Teaching and
Learning
Symposium
April 21, 2022
8:00 a.m. to 12:50 p.m.
Virtual Presentation
12TH ANNUAL
TEACHING AND LEARNING
SYMPOSIUM Zoom Meeting Info:
Meeting ID: 810 9843 9560
Thursday, April 21, 2022 | 8 a.m. - 12:50 p.m. Passcode: symposium
SCHEDULE REGISTRATION
Pre-registration is required.
8:00-8:10 Welcome/Opening Remarks
Register Here:
8:10-9:10 Keynote Address https://siumed-
edu.zoom.us/meeting/register/tZUtfuGsrTIvHNQfJ5GGSS
ZaHzXc48wQANRe
9:20-10:20 Breakout Session I
For registration questions, contact Crystal Wilson
10:30-11:30 Breakout Session II at 217-545-7932 or cwilson2@siumed.edu.
11:40-12:20 Breakout Session III
CALL FOR VOLUNTEERS
12:30-12:50 Award Ceremony: Recognizing our
We need session hosts and session
2021-2022 Outstanding Educators
evaluators.
(Students & Faculty)
Sign Up Here:
12:50 Symposium Adjourns https://docs.google.com/document/d/1UTbtK0Kccf1Pp
92C48wkYwuybEj9wqhNVr-gCPWSxbA/edit?
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CAN WE EDUCATE PHYSICIANS TO BE TRUSTWORTHY?
IT DEPENDS.
Adina Kalet, MD, MPH, is a General Internist, Professor of HOSTED BY
Medicine and the Stephen and Shelagh Roell Endowed Chair
Academy for Scholarship in Education,
and Director of the Robert D. and Patricia E. Kern Institute for
the Transformation of Medical Education at the Medical College
Department of Medical Education
of Wisconsin. Prior to moving to MCW in September 2019, she The Southern Illinois University School of Medicine is
spent 32 years at New York University School of Medicine accredited by the Accreditation Council for Continuing
ending as a tenured Professor of Medicine and Surgery and Medical Education (ACCME)to provide continuing
medical education for physicians. The SIU School of
Co-Director of the Program on Medical Education Innovation and Research (PrMEIR).
Medicine designates this live activity for a maximum of
5.5 AMA PRA Category 1 Credits™. Physicians should
For 10 years Dr. Kalet directed the NYU Clinical Translational Science Institute claim only the credit commensurate with the extent of
Translational Research Education and Careers Mentor Development Program (NYU their participation in the activity. SIU School of Medicine
CTSI TREC MDP), which prepared 15-20 researchers annually for their role in is preapproved as a continuing nursing education
provider pursuant to Section 1300.130, subsection c), 1),
mentoring translational research. She has held the Arnold P. Gold Professor of
B) and P) of the Illinois Department of Financial and
Humanism and Professionalism, practiced and taught primary care medicine in the Professional Regulation Nurse Practice Act. Nurses may
urban inner city, has been the PI or program director on a number of cross- receive a maximum of 5.5 contact hours for completing
disciplinary and multi-institutional curriculum development and research grants. Dr. this activity. SIU School of Medicine is a licensed provider
for continuing education for social workers (license
Kalet has written extensively on issues of clinical skills evaluation and remediation,
#159-000106), professional counselors/clinical
faculty development and mentoring, professional identity development assessment counselors (license number197-000073), and clinical
and psychosocial aspects of medicine. psychologists (license #268-000008).12th Annual Teaching and Learning Symposium: Schedule and Breakout Session Plan
April 21, 2022, 8:00-12:50 via Zoom Register Here!
Volunteer Sign-Up (Session Hosts & Session Evaluators) Sign Up Here!
8:00-8:10 Kickoff Event: Welcome to the Annual Teaching and Learning Symposium
by Debra Klamen, MD, MHPE, Senior Associate Dean for Education and Curriculum
8:10-9:10 Keynote Address: “Can We Educate Physicians to be Trustworthy? It Depends”
by Adina Luba Kalet, MD, MPH Director, Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education Stephen and Shelagh Roell
Endowed Chair
Breakout Room 1 Breakout Room 2 Breakout Room 3
9:20-10:20 [Research Presentations] [Small Group Discussions 1] [Ignite Presentations 1]
The impact of COVID-19 on academic Small Group Discussion of the Importance of Designing the Ideal Match Outcome Assessment Tool
productivity in women Integrating Sexual Diversity… (MOAT)
- Noupama Mirihagalle, Stephanie Bitner, - Lisabeth DiLalla, Karen Reynolds, Amber - Jacob Franke, Elizabeth Wieland
Lydia Howes, Vivek Prakash, Ruchika Goel, Pond, Nicholas Weshinskey, Meredith Volle,
Vidhya Prakash Rodney Weilbaecher, Diana Sarko, Mikaela Professional Identity Formation in the Early Medical
Thurber, Caleb Lay, Elizabeth Portugal School Curriculum
Exploring clerkship students' perceptions of - Meena Jain
feedback Theoretical Applications of Anti-racism,
- Anna Cianciolo, Heeyoung Han, Lydia Howes, Equity, Diversity and Inclusion in Problem Research Scholars Program: From Bench to Residency
Debra Klamen, Cathy Schwind, Aysha Based Learning Medical Education - Matthew Mannion, Bridget McClain, Nicolas Revelt,
Rafaquat, Sophia Matos - Kelly Hurst, Wendi El-Amin, Christopher Taylor Badger, Samuel Mounce, Emma Johns
Smyre
Can medical student clinical reasoning Pathology Education Innovation in a Problem Based
- Kendra Woods, Madison Bandler, Anneke Learning Curriculum
Metz, John Mellinger, Debra Klamen - Richard Selinfreund, Boyung Suh
Gamification of medical education: a problem-based
simulation of sepsis
- Cecily Negri, Mary Ade, Emma Fenner, Edgar George,
Kanicia Green, Thomas Johnston, Mia Lambert, Jack
Moore, Blaine Traylor, Richard Selinfreund, Donald Torry
10:30-11:30 [Small Group Discussions 2] [Small Group Discussions 3 & Professional [Poster Presentations]
Development Workshop]
Generation Next: Building New Medical Characterizing Medical Student Volunteerism in a
Education Programs in a Rapidly Changing (Small Gr.) The Impact of Incarceration On Physician Pipeline Program
World Health Among Minority Individuals - Samuel Mounce, Jack Moore, Bridget McClain,
- Anneke Metz, Jennifer Rose, Randy Burnside, - Danah Bakir Matthew Mannion
Tayler Hill,
(Workshop) How to Engage in Crucial Factors Limiting Minority Female Student's Interest inii
Systemic Impacts of Trauma Informed Care Conversations: practical guide to build Orthopedics
for PA Students, Residents, and Faculty in stronger relationships - Kamaria Coleman
Family Medicine - Sookyung Suh
- Brooke Miller, DMSc, PA-C ,Taylor Sutton, PSP in Practice: Population Science and Policy in the
Jennifer Rose, Sarah Bockhold, Meghan Clinical Clerkships
Golden, Deeksha Jain - Amber Hartman, Meredith Volle, Sheref Unal, Tracie
Johnson, Carol Coniglio, Kelly Pickrell, Jackie Ackerman
Impact of COVID-19 on Emergency Medicine Rotations
- Carly Hofreiter, Matt Turner, Aaron Fleming, Sharon
Kim, Kristin Delfino, Richard Austin
Accelerating Integration into the Community of Clinical
Practice
- Erica Forbes, Rachel Karras, Tyler Maggio, Braidy
Megeff, Anna Cianciolo
11:40-12:20 [Ignite Presentations 2] [Student Hotspotting]
Innovation and Diversity: Medical School Student Hotspotting: An Interprofessional
Rankings on Black and African American Student Team Approach to Caring for
Enrollments. Medically and Socially Complex Patients
- Collin Hitt, Anneke Metz - Hope Cherry, Nichole Mirocha, Janice
Frueh, Katharine Martin
Change your culture one behavior at a time: a
guide to finding behaviors influencing culture
change.
- Sookyung Suh
P4 Package: Developing a Guided Manuscript
for Cohesive Health Care Pipeline Programs
- Jack Moore, Samuel Mounce
Success Group – An Academic Safety Net
- Anneke Metz
12:30-12:50 Award Ceremony: Recognizing our 2021-2022 Outstanding Educators (Medical Students & Faculty)
by J. Kevin Dorsey, MD, PhD, Dean Emeritus, Boyung Suh, PhD, and Stacy Sattovia, MD, MBA
12:50 Symposium Adjourns12th Annual Teaching and Learning Symposium:
Hosted by Academy for Scholarship in Education
T&L Symposium Planning and Award Subcommittee
Co-Chairs:
Boyung Suh, PhD, and Stacy Sattovia, MD, MBA
Sub-Committee Members (Alphabetical Order):
Mary Aiello, MA
Anna Cianciolo, PhD
Heeyoung Han, PhD
Susan Hingle, MD
Haneme Idrizi, MD
Debra Klamen, MD, MPHE
Aysha Rafaquat, MD
Christopher Reavis, MS
Kari Wolf, MD
Laura Worrall, MS
Guest Award Application Reviewer & Speaker:
J. Kevin Dorsey, MD, PhD
Administrative Support:
Crystal Wilson
Virtual Meeting Operation:
Benjamin Kirchhoff, MBA
Special Thanks to
Abstract Reviewers, Session Hosts, and Session Evaluatorsii
TABLE OF CONTENTS
KICKOFF EVENT 8:00-8:10 ..................................................................................................... 1
Keynote: Adina Kalet, MD, MPH 8:10-9:10..................................................................................... 1
“Can We Educate Physicians to be Trustworthy? It Depends.” ........................................................ 1
Biography............................................................................................................................................... 1
SESSION I 9:20-10:20.............................................................................................................. 2
Research Presentations 1 ........................................................................................................................ 2
(Breakout Room 1)................................................................................................................................. 2
“The Impact of COVID-19 on Academic Productivity in Women Researchers in Internal
Medicine.” (N. Mirihagalle, MD, S. Bitner, L. Howes, V. Prakash, PhD, V. Prakash, MD,
FACP, FIDSA, FAMWA, and R. Goel) .......................................................................................... 2
“Exploring Clerkship Students’ Perceptions of Feedback: A Behavioral Sampling Study.” (A.
Cianciolo, PhD, H. Han, PhD, L. Howes, MSI, D. Klamen, MD, Cathy Schwind, MS, A.
Rafaquat, MD, and S. Matos) ......................................................................................................... 2
“Can Medical Student Clinical Reasoning Ability be Improved by Teaching Students Critical
Thinking During Non-medical Game Play?” (K. Woods, M Bandler, PhD, A. Metz, PhD, J.
Mellinger, MD, and D. Klamen, MD)............................................................................................ 3
Small Group Discussions 1 ..................................................................................................................... 4
(Breakout Room 2)................................................................................................................................. 4
“Small Group Discussion of the Importance of Integrating Sexuality Diversity in the Medical
School Curriculum.” (L. DiLalla, PhD, K. Reynolds, MS, A. Pond, N. Weshinskey, PhD, M.
Volle, R. Weilbaecher, D. Sarko, PhD, M. Thurber, MS, C. Lay, and E. Portugal) ................... 4
“Theoretical Applications of Anti-racism, Equity, Diversity and Inclusion in Problem Based
Learning Medical Education.” (W. El-Amin, MD, C. Smyre, MD, and K. Hurst, M Ed) ........ 4
Ignite: Short Communications 1............................................................................................................. 5
(Breakout Room 3)................................................................................................................................. 5
“Designing the Ideal Match Outcome Assessment Tool (MOAT).” (J. Franke, and E.
Wieland) ........................................................................................................................................... 5
“Professional Identity Formation in the Early Medical School Curriculum.” (M. Jain)............ 6
“Research Scholars Program: From Bench to Residency.” (M. Mannion, N. Revelt, T.
Badger, S. Mounce, E. Johns, B. McClain, and H. Roberts) ....................................................... 6
“Pathology Education Innovation in a Problem Based Learning Curriculum.” (R.
Selinfreund, PhD, and B. Suh, PhD).............................................................................................. 7
“Gamification of medical education: a problem-based simulation of sepsis.” (C. Negri, M.
Ade, E. Fenner, E. George, K. Green, T Johnston, M. Lambert, J. Moore, B. Traylor, R.
Selinfreund, PhD, and D. Torry, PhD). ......................................................................................... 7iii
SESSION II 10:30-11:30 ............................................................................................................ 8
Small Group Discussions 2 .................................................................................................................... 8
(Breakout Room 1)................................................................................................................................. 8
“Generation Next: Building New Medical Education Programs in a Rapidly Changing
World.” (A. Metz, PhD, J. Rose, MD, R. Burnside, and T. Hill)................................................. 8
“Systemic Impacts of Trauma Informed Care for PA Students, Residents, and Faculty in
Family Medicine.” (B. Miller, PA-C, J. Rose, MD, S. Bockhold, M. Golden, DSW, D. Jain,
and T. Sutton) .................................................................................................................................. 9
Small Group Discussions 3 & Professional Development Workshop ................................................. 9
(Breakout Room 2)................................................................................................................................. 9
“The Impact of Incarceration On Health Among Minority Individuals.” (D. Bakir) ............... 9
“How to engage in crucial conversations: practical guide to build stronger relationships.” (S.
Suh, PhD) ....................................................................................................................................... 10
Poster Presentations .............................................................................................................................. 10
(Breakout Room 3)............................................................................................................................... 10
“Characterizing Medical Student Volunteerism in a Physician Pipeline Program.” (S.
Mounce, J. Moore, B. McClain, and M. Mannion) ..................................................................... 10
“Factors Limiting Minority Female Student's Interest in Orthopedics.” (K. Coleman) ........ 11
“PSP in Practice: Population Science and Policy in the Clinical Clerkships.” (A. Hartman,
DO, M Vole, S. Unal MD, T Johnson, C. Coniglio, K Pickrell, and J. Ackerman) ................... 11
“Impact of COVID-19 on Emergency Medicine Rotations.” (C. Hofreiter, R. Tennill, MD,
M. Turner, A. Fleming, S. Kim, PhD, K Delfino, PhD, and R. Austin, MD)............................ 12
“Accelerating Integration into the Community of Clinical Practice: A Peer-Assisted Clinical
Learning Intervention.” (R. Karras, T Maggio, B Megeff, E. Forbes, and A. Cianciolo, PhD)
........................................................................................................................................................ 13
SESSION III 11:40-12:20 ...........................................................................................................13
Ignite Presentations 2............................................................................................................................ 13
(Breakout Room 1)............................................................................................................................... 13
“Innovation and Diversity: Medical School Rankings on Black and African American Student
Enrollments.” (C. Hitt, PhD, and A. Metz, PhD) ...................................................................... 13
“Change your culture one behavior at a time: a guide to finding behaviors influencing culture
change.” (S. Suh, PhD) ................................................................................................................. 14
“P4 Package: Developing a Guided Manuscript for Cohesive Health Care Pipeline
Programs.” (J. Moore, and S. Mounce) ....................................................................................... 14
“Success Group – An Academic Safety Net.” (A. Metz, PhD).................................................. 15
Student Hotspotting .............................................................................................................................. 15
(Breakout Room 2)............................................................................................................................... 15iv
“Student Hotspotting: An Interprofessional Student Team Approach to Caring for Medically
and Socially Complex Patients.” (H. Cherry, N. Mirocha, DO, J. Frueh, PharmD, and K.
Martin, MA) ................................................................................................................................... 15
Award Ceremony 12:30-12:50 .......................................................................................................16
Recognizing Our 2021-2022 Outstanding Educators ...........................................................................16
(Medical Students & Faculty)............................................................................................................... 16
Symposium Adjourns 12:50 .........................................................................................................161 KICKOFF EVENT 8:00-8:10 WELCOME by Debra Klamen, MD, MHPE, Senior Associate Dean for Education and Curriculum Keynote: Adina Kalet, MD, MPH 8:10-9:10 “Can We Educate Physicians to be Trustworthy? It Depends.” Biography Adina Kalet, MD, MPH, is a General Internist, Professor of Medicine (tenured) and the Stephen and Shelagh Roell Endowed Chair and Director of the Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education at the Medical College of Wisconsin. Prior to moving to MCW in September 2019, she spent 32 years at New York University School of Medicine ending as a tenured Professor of Medicine and Surgery and Co-Director of the Program on Medical Education Innovation and Research (PrMEIR). The mission of PrMEIR is to advance medical education scholarship and to institute best practices for patient-centered, evidence-based medical education. She led the Research on Medical Education Outcomes (ROMEO) unit of PrMEIR, as part of the Section of Primary Care, Division of General Internal Medicine, and Department of Medicine. ROMEO is a group of dedicated cross-disciplinary researchers seeking to link education and health services research methodology to study how educational interventions lead to long-term outcomes in learners and patients. For 10 years Dr. Kalet directed the NYU Clinical Translational Science Institute Translational Research Education and Careers Mentor Development Program (NYU CTSI TREC MDP), which prepared 15-20 researchers annually for their role in mentoring translational research. She has held the Arnold P. Gold Professor of Humanism and Professionalism, practiced and taught primary care medicine in the urban inner city, has been the PI or program director on a number of cross-disciplinary and multi-institutional curriculum development and research grants. Dr. Kalet has written extensively on issues of clinical skills evaluation and remediation, faculty development and mentoring, professional identity development assessment and psychosocial aspects of medicine. In 2012-2013 she took a sabbatical during which she wrote a book entitled Remediation in Medical Education: A Midcourse Correction (Springer). In this book she brought relevant theory and practice from multiple scholarly domains to bare on the challenges of ensuring health professional trainees are fully competent to practice medicine. A second edition of this book is currently underway. In addition to her role with the Kern Institute she continues to co-direct, the US site of the University of Maastricht School of Health Professions Education master’s in health professions education (MHPE) with the aim of enhancing the capacity for medical educational scholarship in the US and she facilitates an annual Peer Mentor Training Program for the Programs to Increase Diversity among Individuals Engaged in Health-Related Research (PRIDE, NIH funded institute). Dr. Kalet and her husband, Mark D. Schwartz, MD, who is a health policy expert and Vice Chair for education of the NYU SOM Department of Population Health, have two children, an 80-pound puppy and an 8-pound cat and she splits her time between her new home in Milwaukee and her longtime home in Brooklyn NY.
2 SESSION I 9:20-10:20 Research Presentations 1 (Breakout Room 1) “The Impact of COVID-19 on Academic Productivity in Women Researchers in Internal Medicine.” (N. Mirihagalle, MD, S. Bitner, L. Howes, V. Prakash, PhD, V. Prakash, MD, FACP, FIDSA, FAMWA, and R. Goel) Abstract: Acknowledgement: This research was funded by John F. Gimbalvo Grant through American Medical Association Background: Several manuscripts have highlighted the disparities in gender equity that exist in different medical research specialties. The COVID-19 pandemic has further heightened this inequity faced by women physicians as they were challenged by the increasing household and childcare duties, in addition to their professional responsibilities. Given these hurdles, fewer women been reported to have published in comparison to their male counterparts in various medical journals. In this brief report, we wanted to determine the impact of coronavirus pandemic on academic outputs of women researchers in internal medicine Study Design and Method: We reviewed all publications of five main internal medicine journals from 07/01/2019 to 12/31/2019 and from 07/01/2020 to 12/31/2020. Those journals include NEJM, LANCET, JAMA, JAMA Internal Medicine and Annals of Internal medicine. All data identified using Web of Science (WoS) Core Collection. Data recorded on a Microsoft Excel document. Using a web-based, gender determination tool, we reviewed the gender of the first and last authors. Differences in proportion of papers with a female first/last author between years 2019 and 2020 were estimated with Chi-squared tests using an alpha of 0.05 as the threshold of significance. Results: N=6293 articles, 203 were removed for unidentified or missing gender. Final articles count of 6016 papers. Of these, 37.57% had female first authors, and 33.64 had female last authors. Journals varied greatly in proportion of papers with female first authors. The highest proportion witnessed was for JAMA in 2019 at 54%; The lowest was in NEJM in 2019 at 26%. The same pattern exists for proportion of papers with female last authors. Highest: JAMA (50%) and NEJM the lowest at 24% also in 2019. Between 2019 to 2020 there was an insignificant change (p = 0.66) in the overall proportion of female first authorship, and an insignificant change in overall proportion female last authorship. Notably, significant decrease in female first and last authorship was found in JAMA between the pre-COVID-19 and COVID-19 time period of study (p
3 on internal medicine rotations primarily came from faculty and addressed students' oral case reports. Students extrapolated learning value (Why) beyond feedback topic, including calibrated self-assessment and deepened understanding of the medical profession. Conclusions Learning from feedback occurs in situ within specialty-specific learning ecologies, where clinical work shapes what students do and with whom. Written commentary is ill-equipped to capture or facilitate these organic interactions. Written commentary may best be reserved for rotation's end, and prompting preceptors' reflection on students' performance within the learning ecology may improve its value. References 1. Ajjawi R, Regehr G. When I say… feedback. Med Educ 2019;53:652-4. 2. Barrett J, et al. Novice students navigating the clinical environment in an early medical clerkship. Med Educ. 2017;51(10):1114-24. 3. Bowen L, et al. Medical student perceptions of feedback and feedback behaviors within the context of an "educational alliance". Acad Med. 2017;92(9):1303-1312. 4. Gil DH, et al. Perceptions of medical school faculty members and students on clinical clerkship feedback. J Med Educ 1984;59:856-864. 5. Ross S, et al. Context, time, and building relationships: bringing in situ feedback into the conversation. Med Educ. 2016;50:889-895. 6. Urquhart LM, et al. Making sense of feedback experiences: a multi-school study of medical students' narratives. Med Educ 2014;48:189-203. 7. van der Zwet J, et al. Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship. Adv Health Sci Educ. 2011;16:359-373. 8. Voyer S, et al. Investigating conditions for meaningful feedback in the context of an evidence-based feedback programme. Med Educ 2016;50:943-54. 9. Watling C, et al. Learning from clinical work: the roles of learning cues and credibility judgments. Med Educ. 2012;46:192-200. “Can Medical Student Clinical Reasoning Ability be Improved by Teaching Students Critical Thinking During Non-medical Game Play?” (K. Woods, M Bandler, PhD, A. Metz, PhD, J. Mellinger, MD, and D. Klamen, MD) Abstract: Research Question Can a medical student be taught critical thinking to improve his clinical reasoning? Background Williams and Klamen determined that medical students who take a logical approach when playing the twenty questions (20Q) game performed better on their final medical school clinical performance examination (CCX) than students with a random approach to the game(1). We hope to improve clinical reasoning ability in medical students by having them complete a critical thinking training course comprised of game play. Our hypothesis is that clinical reasoning scores will not change for top tier students (secondary to ceiling effect) and will improve for students with middle or lower scores. Methods An optional, voluntary, brief course was offered to all first year SIU medical students. The course (intervention) utilized two different non-medical games, 20Q and MasterMind, to assess and teach critical thinking ability by using the game theory and performance feedback. There were two course arrangements based on the order of the different games. In a one-on-one setting, a researcher played 20Q (or MasterMind) with the student and rated his performance (graded on a 4-point scale from illogical to logical). A brief overview was then given on how to play a modified 20Q (with known possibilities of #1-100), emphasizing that critical thinking is planned and systematic. The game was replayed (deliberate practice) followed by the other game and performance rated. Data include 20Q or MasterMind raw performance, performance on same game post-intervention, and raw performance on opposite game post-intervention. This prospective, longitudinal, observational study followed the participants through their second year. To assess clinical reasoning ability, Diagnostic Pattern Reasoning (DPR) scores and unit CCX scores from each year (pre- and post-intervention) were collected. A control cohort of nonparticipants from the same class, matched based on pre-intervention scores, was used to control for maturation effect. Preliminary analysis used paired t-tests to evaluate differences pre- and post-intervention, with further analyses pending. Findings Sixteen students volunteered. Two were excluded from data analysis given incomplete data, making study group n=14, with 14 matched controls. There was no significant difference in game play performance pre-intervention (M=2.93, SD=1.00) or post-intervention (M=2.69, SD=1.20); t(15)=1.29, p=0.89; or compared to raw performance on the opposite game post-intervention (M=2.81, SD=1.05); t(15)=0.33, p=0.62. Results were similar regardless of which game was played first. Further analyses of medical test scores are pending. Conclusions The course was well received and reproducible, however was shown to be ineffective at improving performance on non-medical games. If found on the future data analyses, any difference in medical test scores cannot be attributed to the intervention. Limitations include small sample size and lack of pre- intervention non-medical game scores for control group. Future studies are needed to further evaluate if critical thinking is a skill that can be taught. Re-designing an intervention that is of longer duration that utilizes deliberate practice and repetition might yield different results. References 1 Williams RG, Klamen DL. Twenty questions game performance on medical school entrance predicts clinical performance. Medical Education 2015;49:920-927.
4 Small Group Discussions 1 (Breakout Room 2) “Small Group Discussion of the Importance of Integrating Sexuality Diversity in the Medical School Curriculum.” (L. DiLalla, PhD, K. Reynolds, MS, A. Pond, N. Weshinskey, PhD, M. Volle, R. Weilbaecher, D. Sarko, PhD, M. Thurber, MS, C. Lay, and E. Portugal) Abstract: Title: Small Group Discussion of the Importance of Integrating Sexuality Diversity in the Medical School Curriculum Speakers and their Experience: Lisabeth DiLalla, PhD, Family & Community Medicine, Population Science & Policy: Coordinator of this panel; conducts Year 1 resource sessions on this topic; leads the LGBTQ+ Working Group (WG) to incorporate sexual diversity into the Year 1 curriculum. Amber Pond, PhD, Anatomy: Member of the LGBTQ+ WG; teaches and works with sexual minority students who need moral support to be themselves. Karen Reynolds, MS, RN, Education and Curriculum: Member of the LGBTQ+ WG; 20+ years of teaching MSIIs; an OUT Lesbian supporting LGBT+ students. Nicholas Weshinskey, PhD, Medical Education: Year 1 Curriculum Director; commissioned the LGBTQ+ WG. Meredith Volle, MD, MPH, Population Science & Policy: Pediatrician, provides LGTBQIA+ affirming healthcare to patients and families; Education Director for PSP, directs curriculum regarding healthcare policy and disparities affecting LGTBQIA+ populations. Rod Weilbaecher, PhD, Biochemistry and Molecular Biology: Member of the LGBTQ+ WG. Diana Sarko, PhD, Anatomy: Member of the LGBTQ+ WG; Director of Neuroscience Research & Anatomy Education, shadow coordinator for Year 1 NMB. Mikaela Thurber, MS, Anatomy: Member of the LGBTQ+ WG; Y1 tutor group leader and teacher. Caleb Lay, MSII: Member of the LGBTQ+ WG; Executive Member of SIUSOM's GLMA Chapter; Student with first-hand experience interacting with the SOM curriculum. Elizabeth Portugal, MSI: Member of the LGBTQ+ WG; Secretary of SIUSOM's GLMA chapter; member of the queer community, has grown from being ashamed of her sexual orientation to proudly encouraging others to be authentic. Rationale: Patients from the LGBTQ+ community often encounter embarrassment and stereotyping from medical professionals, leading to reticence to seek health care. Much of this negative medical behavior stems from a lack of knowledge about LBGTQ+ patients and rare interactions with this population. It is imperative that our medical students interact and learn to communicate with LBGTQ+ patients and learn about potential special medical needs of this community. This must begin with Year 1, and should include: 1) LGBTQ+ PBL cases and panels, and 2) tutor training to enable knowledgeable guidance of tutor group discussions. This small group discussion is designed to expose our faculty and students to these issues. Objectives/Aim: This session will involve an in-depth discussion of the merits of including LGBTQ+ cases, resource sessions, and panels in the medical school curriculum. This panel consists of both faculty and students from Carbondale and Springfield, across different departments. The diversity of this panel, and their various experiences with the LGBTQ+ community, will greatly enhance our discussion. The primary aim of this session is to help the audience understand the importance of including LGBTQ+ topics in the medical student curriculum across all years of their training. Session Format: This session will be conducted as a group discussion, with our panel leading but with open format for questions from the audience. A set of questions will be generated in advance for the panel to discuss; questions from the audience will inform the rest of the discussion. “Theoretical Applications of Anti-racism, Equity, Diversity and Inclusion in Problem Based Learning Medical Education.” (W. El-Amin, MD, C. Smyre, MD, and K. Hurst, M Ed) Abstract: Title: Theoretical Applications of Anti-racism, Equity, Diversity and Inclusion in Problem Based Learning Medical Education Presenters: Dr. Chris Smyre, Dr. Wendi Wills El-Amin, and Kelly Hurst from the Office of Equity, Diversity, and Inclusion Description: This workshop will explore the pedagogy and practices that the School of Medicine has committed to on the journey to becoming an anti-racist institution. It will look at our medical curriculum, teaching, and inclusive learning as well as systems that use the four pillars that the office of Equity, Diversity, and Inclusion has settled on based on conversations with focus groups and institutional stakeholders at all levels. We will share the framework models for this work, a successful pilot program on one of our campuses in Family Medicine, and offer participants a chance to reflect on their own inclusive teaching methods, practices, and programs as well as the necessary next steps for larger systemic change. Rationale: This workshop is important to medical education because deeply understanding these issues impacts patient outcomes, the type of culturally responsive students and residents we want to recruit and retain; and the ways in which medical curriculum affects how we define normative development as standards of appropriate care. Illinois, in November 2021, required all medical personnel to complete training on implicit bias for continuing education, in response to the growing awareness of how bias negatively impacts patient outcomes.
5 This is relevant as the medical education community is required to remain current to the evolution of health system practices and to the needs and skills for future physicians to be best equipped to address the needs and to offer the best care. Learning objectives: We will invite participants to consider identifying ways the authority and power dynamics show up in the medical community in order to address it within departments regardless of roles. Participants will be able to walk away with some optimism and a timetable for change as well as a successful example of this within the medical community of SIU. Everyone will be able to determine 1-2 Next Steps at the conclusion of this workshop. Articulate the 4 pillars of Equity, Diversity, and Inclusion Extension of committee work as pedagogy Identify 2 different approaches and departments that are modeling inclusive excellence Name institutional resources that are able to support anti-racist Equity, Diversity, and Inclusion development within medical education Session format: Lecture with small group discussion, reflection of positionality within the medical school, and several hands-on activities. This is broken into departmental and programmatic levels. We will be using Breakout Rooms (10 minutes) for the small group discussions and Slido (10 minutes) as an equity tool for a quick measurement of our readiness and commitment levels. There will be a final Next Step question on Slido as a check out/reflection. 10mins-background 10mins-breakout 15mins-highlighting pedagogy models currently used and resources available 10mins-Q&A and checkout question Speaker Experience: Dr. Christopher Smyre is the Director of Equity Diversity and Inclusion for the Family Medicine department and also the Director of Research and Innovation for the Office of Equity Diversity and Inclusion. Dr. Wendi Wills El-Amin is the Associate Dean of Equity, Diversity, and Inclusion at SIUSOM. She is an associate professor of Family Medicine and Medical Education. Kelly Hurst is the Equity Strategist in the Office of Equity, Diversity, and Inclusion with 23 years experience in K12 as teacher, administrator, and curriculum coordinator as well as 7 years as an Anti-racism Workshop Facilitator. Ignite: Short Communications 1 (Breakout Room 3) “Designing the Ideal Match Outcome Assessment Tool (MOAT).” (J. Franke, and E. Wieland) Abstract: The evaluation of undergraduate medical education (UME) programs with subsequent improvement initiatives is a never-ending, cyclic process in the training of future physicians. There are numerous metrics available to evaluate the effectiveness of the medical education program including in-house examinations, standardized board examinations, clerkship performances, and the results of the Graduate Questionnaire among others. However, none may be more important than the results from the annual National Resident Matching Program (NRMP). UME programs are required to report match rates to the Liaison Committee for Medical Education (LCME). Historically, the PGY-1 match rates for senior medical students in the United States have been consistently high, between 92-95%. This poses a particular challenge for prospective medical students when evaluating match lists at various institutions, and for educational leaders monitoring their match outcomes over time. These challenges create a clear need for a match outcome assessment tool (MOAT) that provides UME programs with quantifiable data for every match cohort. With such information, prospective applicants could better evaluate UME programs; additionally, program administrators could objectively monitor annual match performance to assess the impact of curriculum changes, modifications to national board examination score reporting, or events that extend beyond the realm of medical education, such as the Covid-19 pandemic. To design the ideal assessment tool for match success, the definition of a successful match must be established. The definition should consider both the applicant's preferred specialty and training program location. Since rank list data is not officially released by the NRMP, the best way to obtain this data is from students' self-reporting following the release of the residency match results. The factors most important to include in the MOAT formula include matching, specifically if the applicant matched into their preferred specialty and if they required the SOAP process. Next, we factored in how many interviews applicants received and the rank position of the matched program. The ratio of interview invitations to rank position quantifies an applicant's overall competitiveness. Finally, specialty competitiveness is quantified by utilizing published ERAS data on the number of applicants applying to specific specialties divided by the residency positions available in the specialty. Based on these factors we propose the following formula for match outcome scores: = Match Coefficient * Applicant Competitiveness * Specialty Correction Coefficient 1. Match Coefficient Scores: 5) matched into preferred specialty 4) scrambled into preferred specialty 3) matched into an alternate specialty 2) scrambled into an alternate specialty 1) did not match 2. Applicant Competitiveness: Number of Interview Offered / Rank List Position 3. Specialty Correction Coefficient: Number of applicants applying / number of PGY-1 spots available in specialty The average of all the students' scores in a UME program would reflect the program's overall outcome score. Our proposed MOAT is reliant on student self-reporting; therefore, student participation is
6 required. While this tool is able to accommodate differences in competitiveness between specialties, our MOAT is unable to take into consideration the competitiveness of the different programs within a given specialty in which interviews were obtained. “Professional Identity Formation in the Early Medical School Curriculum.” (M. Jain) Abstract: Problem: Many medical students struggle with imposter syndrome and other mental health issues. These doubts set in early in the first year. Lack of acknowledgment of the personal and professional identity developmental process creates a void where those feelings of doubt flourish. The process of professional socialization in medical school includes acquiring knowledge, skills and values which are well covered and assessed aspects in the profession. However, another vital aspect of professional socialization is professional identity formation (PIF) which has not been explicitly addressed in the first two years. Innovative Idea: Personal reflection to solidify identity should be explicitly supported by the curriculum during the first two years of medical school. I recommend, after the first unit in Y1, we create a safe space to explore professional identity formation. This will begin with guidance from a student leader and a presentation from a medical education researcher at SIU regarding the concept of PIF and professionalization. Students will read papers by experts in the field such as Wald and Cruess. Next, individuals will discuss personal salient identities and help one another to reflect and safely share their professional identity formation processes during small group activities. The Y2 component will be after completion of the first unit and will include small group discussions with at least one student per group who participated in a PIF tract. Students in the PIF tract will have increased knowledge, training and investment in the curriculum. Revisiting those salient identities, discussed in Y1, will serve as a reminder of the important parts of oneself that may have been set aside along the way. I recommend that there be no upperclassmen or faculty leader of the small groups. With all students being at the same place in the journey, discussions can be more open with no one "knowing better". Limitations to the idea include students not feeling comfortable speaking up, lack of oversight, and inability to empirically assess PIF. Other potential ideas may include small group discussions about identity specific to different minority groups. Potential Impact of the Idea: I believe that incorporating several discussions of PIF throughout the first two years of medical school will help decrease personal identity struggles that contribute to mental health issues in medical students. This will empower students to develop the tools to play a more active role in their own identity formation. Additionally, with Step 1 becoming pass/fail, the AAMC has indicated that residency programs will weigh PIF more heavily. Therefore, adding concrete PIF aspects to the professionalism streamer will better support and prepare SIU SOM students for the future. About the Author: Meena Jain is a 2nd year medical student at SIU SOM. The idea presented here was inspired by her literature review project facilitated by Dr. Heeyoung Han which explored professionalization, professional socialization and PIF across a range of professions “Research Scholars Program: From Bench to Residency.” (M. Mannion, N. Revelt, T. Badger, S. Mounce, E. Johns, B. McClain, and H. Roberts) Abstract: Problem: SIUSOM medical students (MS) perform research during their time at SIUSOM. While each project does mold and shape MS, a need was identified for a four-year overarching curriculum complete with curricular benchmarks and an accolade for completion. This curriculum should bridge the gaps between campuses as well as those between didactic and clinical years. Innovation Idea: SIUSOM has long been committed to research that not only serves central and southern Illinois but impacts patients around the world. SIUSOM has produced numerous physician scientists that change healthcare through basic, translational, and clinical research. The purpose of this program is to acknowledge these efforts and build on current research. M1: First-year students will focus on adjusting to the challenges of medical school. Students interested in pursuing research can formulate a plan and formally enter the research program by participating in research between M1 and M2. CARE, MPEE, or a self-designed and approved summer research project are all appropriate avenues to complete this requirement. Students can choose to work with basic science faculty or clinical faculty to develop a project. Students should be in good standing academically. M2: In the second year, MS can complete the program's requirements through basic science, translational, or clinical research. At the end of second year, the goal for the student should be one abstract submitted to a conference or journal for submission. This abstract can include a poster presentation, an oral presentation at a conference, or a manuscript submission to a journal. M3: In the third year, students should fully immerse in their clerkships. The research requirement in the third year remains the same as the second year, with an abstract submission expected. Participating in the program as a third year has added benefit of allowing students time to discuss upcoming Letters of Recommendation (LOR) and residency counsel with their research mentors. An additional research conference will occur for third-year medical students. M4: In the fourth year, students are expected to complete a six-week research elective. M1-M4: Students should attend 60% of Research Interest Group (RIG) or Medical Education Interest Group meetings over their 4 years, rounding out their research understanding through faculty lectures offered at these forums. Graduation requirement: Completion of this program will allow SIU students to put on their residency application (ERAS) that they have completed SIU's research program
7 and thus are an SIUSOM Research Scholar. Potential Impact: This program will allow students to graduate SIUSOM with acknowledgement and credit for the research in which they already participate and create a venue to increase accessibility to research experiences for students. Students will have a deeper understanding of research techniques through their curricular exposure. Implementing a formal research curriculum will provide more research opportunities and encourage the growth of physician-scientists during a time where MS research is imperative to successful residency matriculation. About the Author(s): The authors are medical students representing all four current classes at SIUSOM, making up the executive board for both the Research Scholars Program and RIG. “Pathology Education Innovation in a Problem Based Learning Curriculum.” (R. Selinfreund, PhD, and B. Suh, PhD) Abstract: [A Problem] Medical students in small group problem-based learning (PBL) environment have not been successful in developing a robust list of learning issues around pathology discipline compared to the lists of learning issues in different disciplines, such as clinical medicine. This is concerning because students are expected to identify and integrate comprehensive learning issues across all disciplines of medicine as they critically analyze and discuss a clinical case as a group. Furthermore, observations of tutor group facilitators have also revealed that medical students lack understanding of the pathology in most of the PBL cases, evidenced by their inability to interpret any pathological information provided by the electronic Problem-Based Learning Module (ePBLM) during a tutor group session. The current ePBLM mostly provides reports instead of the images, thus depriving the opportunity to discuss and learn pathological disease progression. The problem stems from a historical legacy of pathology being taught in from two- dimensional glass in a pathology lab context. Students are often left to figure out how these glass slide images relate to disease progression and diagnosis. [Innovation Idea] Showing an interactive video of select pathological disease progressions in Year 1 and 2 medical students' during case closing and discussion during a PBL tutor group will reinforce how students learn about disease progression. Recent technology has advanced to convert two dimensional images into three-dimensional content. A new project innovation team has been formed recently including medical students that have previously participated in PBL tutor group sessions in the previous year. The case was developed with approval from the course director. Faculty tutor experts have agreed to participate as reviewers for video content. Medical students, faculty content experts and technical integration have been assembled to develop our first video based animated cellular story. [Potential Impact of the Idea] Integrating a real time interactive video of pathological disease progression in a tutor group discussion can accelerate how students learn pathology in a PBL group setting. As a result of implementing the new pathology education methods, the time for medical students to learn pathology contents may reduce significantly. And, it is also expected to increase learners' exam performance in the pathology discipline. [About the Authors] Richard Selinfreund, PhD is Associate Professor of Medical Microbiology, Immunology and Cell Biology and Medical Education. Richard Selinfreund has a research program to develop new teaching methods for medical school pathology. Boyung Suh, PhD is Assistant Professor of Medical Education at SIU SOM. He directs and teaches at SIU SOM's annual PBL workshop for faculty PBL facilitators at SIU SOM and other medical schools. He tutored PBL groups in the Neuromuscular and Behavior (NMB) unit of the 2nd year medical education program at SIU SOM. “Gamification of medical education: a problem-based simulation of sepsis.” (C. Negri, M. Ade, E. Fenner, E. George, K. Green, T Johnston, M. Lambert, J. Moore, B. Traylor, R. Selinfreund, PhD, and D. Torry, PhD). Abstract: [Problem] Current medical education derives from a historical reliance on text-based methods and use of two- dimensional (2D) media to define three-dimensional (3D) disease processes. Images and videos can improve depth of knowledge by incorporating commentary on clinical diagnosis and management. However, these sources are flattening the complex 3D inner workings of normal and pathological mechanisms. Thus, integration and application at a clinical level remains difficult. Typically, existing medical education resources focus on key didactic and clinical concepts, but lack real-time probing questions that promote active learning and better information consolidation. Resources with post- learning questions tend to promote recency and recall rather than retention. Because of these limitations, disciplines tend to be learned as individual topics requiring significant time and expertise to achieve horizontal integration. We hypothesize developing an active, dynamic learning resource will facilitate visualization, integration, and retention of concepts across multiple disciplines and expedite application of those concepts to multifaceted clinical situations. [Innovation idea] A Gram-negative sepsis clinical case has been selected as the first proof of concept based on its integration of demanding concepts including immunology, pathophysiology, pharmacology, and infectious disease principles. A novel computer application will display the steps of sepsis development and human immune response on a cellular level. For example, depicting foreign bacterial invasion and how the body fights the infection will allow the user to visualize disease progression. Modeled immune reactions will animate complex systems, providing a more memorable
8 and interactive experience which will promote retention. Employment of open source modeling software to animate 3D molecular interactions will demonstrate disease processes and treatment outcomes. The system will gamify a sepsis learning case with a narrative format allowing the user to make cross-disciplinary decisions at critical stages of pathogenesis and treatment. User decisions will generate a 3D representation of the cellular consequences. For example, choosing innate receptors to recognize bacterial surface molecules will produce a desirable outcome, depicted by complement activation. Whereas, choosing innate receptors that cannot recognize bacterial surface molecules will produce an undesirable outcome, depicted by proliferation of the bacteria. Utilization of cumulative branch-point decision-making allows the user to integrate multiple study topics to clinically relevant scenarios. Integration will be assessed by comparing deviation of a user's branch-point decision-making to the optimal biomolecular mechanisms and clinical management as determined by educators and clinicians. Retention will be assessed by implementing voluntary longitudinal assessments. [Potential impact] Developing a dynamic, 3D learning tool for a complex medical situation, such as sepsis, will improve visualization, integration, and retention of concepts encompassing immunology, pathophysiology, and pharmacology. The fully gamified sepsis module, with incorporated probing branch-point decision making, will help the user identify knowledge gaps quickly. Playing the simulation from patient presentation to successful diagnosis and management will positively reinforce knowledge and application of abstract concepts in conjunction with clinical skills and outcomes. Cumulatively, this program will deliver accelerated and integrative learning. [Authors] The team consists of a group of innovative medical students and faculty. SESSION II 10:30-11:30 Small Group Discussions 2 (Breakout Room 1) “Generation Next: Building New Medical Education Programs in a Rapidly Changing World.” (A. Metz, PhD, J. Rose, MD, R. Burnside, and T. Hill) Abstract: Speakers: Randy Burnside, Tayler Hill, Anneke Metz, Jennifer Rose Rationale: This Panel Discussion will provide perspectives on the opportunities and challenges for expanding medical education, with an emphasis on the unique nature of the Carbondale campus. Objectives: 1. Describe the ways in which SIUSOM medical education is expanding in Carbondale 2. Examine the opportunities and challenges faced in moving medical education programs forward on the Carbondale Campus 3. Discuss strategies for fostering faculty support and curriculum development across programs Format: The Carbondale campus serves as the point of entry for premedical, medical and physician assistant programs offered by the SIU School of Medicine. Panelists will discuss the development of new initiatives within MEDPREP, Lincoln Scholars and Biomedical Science, built at the intersection of the School of Medicine and SIUC. Medical education, and Academia more generally, have these past few years had to contend with a quickly changing educational landscape affected by pandemic restrictions, the economics of higher education, "siloing" of medical education faculty across departments and buildings, and new instructional modalities. This panel will discuss efforts of Carbondale SOM programs to respond to this rapidly changing environment and move medical education forward, by interconnecting and building support mechanisms for their faculty across campus. The discussion will begin with a panel round-table, with 5-7 minutes per panelist to describe the growth of new programs and/or new curricula in medical education in Carbondale (~20-25 min.), including opportunities and challenges. This will be followed by a 20-25 minute discussion between panelists and attendees regarding approaches to innovative medical education in the current era. Topics for this discussion period may include, but are not limited to: connections to Y2-4 medical education, new ideas for faculty support, and opportunities for programs to synergize. Experience: Randy Burnside, Ph.D. is the Director of the SIUSOM MEDPREP Program in Carbondale, IL, with expertise in medical education, leadership, human resources, policy analysis and cultural competency. He previously served as Associate Professor of Political Science, and as a Deputy Associate Provost for SIU Carbondale. Tayler Hill, Ph.D.: is a first-year Assistant Professor who began her career with SIU SOM during the pandemic. Her curriculum development interests are aligned with her research objectives of improving students' graphical and data interpretation skills. Anneke Metz, Ph.D.: Has over 10 years of experience developing curriculum and teaching for MEDPREP and is currently developing a one-year coursework master's degree in Biomedical Sciences. Jennifer Rose, M.D., M.P.H. is an Assistant Professor of Family and
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