2013 Poster Session Summaries - AAMC

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programs and community promotions. Student leaders from each school also participate in a biannual Partners Retreat that focuses on interdisciplinary long-term strategic planning. Additional interprofessional engagement opportunities exist for the volunteers, including an orientation held at the beginning of each clinic session to introduce all volunteers, explain the clinic's model, and emphasize the importance of interprofessional interactions. Medical school faculty can receive Continuing Medical Education credits for leading an interdisciplinary roundtable, where volunteers from each school discuss patient cases that required the cooperation of several disciplines that clinic day. There are interprofessional rounds, and students can also informally shadow volunteers of other schools to gain a more complete picture of their services. In focus groups and surveys conducted as part of an ongoing assessment of the learning environment of the IU-SOC, students have consistently identified the interprofessional nature of the clinic as a key reason for volunteering and as providing a unique and necessary component to their medical education. In this poster, we will share data collected, best practices learned, and ongoing endeavors to strengthen the IU-SOC's interprofessional program. KECK SCHOOL OF MEDICINE OF THE UNIVERSITY OF SOUTHERN CALIFORNIA [Poster # 13] Program/Project Title: Partnering with Student Interest Groups, a Multifaceted Approach to Teaching Military Health and Culture Presenter(s): Claire Sadler, Mariya Kalashnikova & Christos Theophanous Email: kalashni@usc.edu In alliance with the AAMC’s Joining Forces campaign we have developed and implemented a core curriculum for medical students at Keck that addresses the physical, social, psychological and spiritual needs of veterans and military- connected patients and their families. Previously Keck medical students had little exposure to military health issues due to a lack formal curriculum around military culture. We have partnered with specialty student interest groups (SIGs) to create a series of sessions that focus on military health issues in a variety of health care disciplines. This strategy generates peer involvement and engages students with a range of interests in the needs of military families and veterans. The proposed sessions are designed to introduce students to a broad spectrum of issues in military health care and increase both interest and awareness. Bypassing the formal curriculum allows us to introduce a large volume and range of content quickly, with flexibility to adjust sessions according to student feedback. Furthermore, by partnering with SIGs we hope to get “buy -in” from student leaders on campus, further widening the scope of the Joining Forces campaign at Keck. We propose a series of lunch time sessions as detailed below: - November 11, 2013 - Military SIG: Military culture in and outside the “fortress” – A primer on military culture, led by CPT Dustin Harris, LCSW, Behavioral Health Officer. - November 25, 2013 – Surgery SIG: Polytrauma in the military - TBD – Obstetrics and gynecology SIG: Sexual Assault in the Military - TBD – Pediatric SIG: The Military Child - TBD – Psychiatry SIG: Invisible Wounds – PTSD and TBI LOUISIANA STATE UNIVERSITY SCHOOL OF MEDICINE NEW ORLEANS [Poster # 14] Program/Project Title: End of Life Care Elective: A multifaceted approach to medical education on palliative care and the end of life Presenter(s): Laura Rachal & Abigail Freeman Email: lrach1@lsuhsc.edu The End-of-Life-Care Elective is a course designed for second year medical students to explore the issues surrounding patients facing terminally ill diseases. While the students participating in the course are in school to study health and illness, this course is primarily a lesson in the emotional, spiritual, and interpersonal relationships in the patient approaching end of life. The course emphasizes understanding the impact of terminal disease on a person's conscience and the provision of compassionate care. It has been part of the curriculum at LSUHSC New Orleans for almost 10 years. 10
The course objectives are to develop a relationship with a dying patient; to identify some of the biopsychosocial issues faced by dying patients; to enhance student's communications skills with current and future patients; to witness treatment of terminally ill patients in modern health care systems; to identify some of the ethical principles pertinent to end-of-life-care; to better understand the role of hospice in the care of terminally ill patients and their families; and to learn about the interdisciplinary approach to end of life care. Each student in the course is required to attend at least one hospice team meeting, meet with their assigned patient along with a hospice team member, and have two additional meetings with their patient over the course of the semester. Interlaced with these patient visits are small-group session sled by third and/or fourth-year medical students and SOM faculty who will facilitate dialogue about the students' experiences. Students are evaluated by the SOM faculty on a Pass/Fail scale, on the basis of completion of all course responsibilities such as individual patient encounters and completion of reading assignments, and their level of engagement in small group sessions. LOYOLA UNIVERSITY CHICAGO STRITCH SCHOOL OF MEDICINE [Poster # 15] Program/Project Title: Further Diversifying the Field of Medicine: Loyola's Decision to Allow DACA Status Students to Apply Presenter(s): Mary Calderone, Sarah Hale, Isabel Malone, Andrew Tully Email: imalone1@luc.edu Starting in fall 2012, following the President’s speech announcing DACA (Deferred Action for Childhood Arrivals), Loyola University Chicago Stritch School of Medicine revised admissions standards to allow undocumented applicants to compete on their own merits for seats at Loyola. Loyola’s decision has been controversial nationwide. Some administrators fear these applicants may be unable to secure employment upon graduation. Although licensing boards in Illinois cannot inquire about immigration status, other states may. National work permits might not be renewed in an unstable political climate. And these applicants remain ineligible for most federal financial aid. Loyola’s administration is working to address these concerns. The university and the Illinois State legislature established a state loan program aimed at DACA medical school tuition relief. Loyola also gathered adequate institutional aid to make the financial burden comparable to other applicants. To the concern of political instability, Loyola sees this as an unacceptable excuse to continue to deny admittance to qualified applicants. In taking a positive stance that these applicants ought to be treated on their own merits, Loyola has already further solidified the DACA position. Secure in our Jesuit values of fostering social justice, extensive AAMC research on the importance of a diversified physician workforce, and our fellow AAMC schools who share our mission, Loyola is honored to be the first and confident it will not be the last medical school to train these applicants as doctors for their country. LOYOLA UNIVERSITY CHICAGO STRITCH SCHOOL OF MEDICINE [Poster # 16] Program/Project Title: HPREP and PULSE: Programs for High School Students Presenter(s): Mary Calderone, Sarah Hale, Isabel Malone & Andrew Tully Email: imalone1@luc.edu Students at Loyola University Chicago School of Medicine are invested in ensuring that health care fields are diverse in future generations. Two programs focus on mentoring and encouraging students of color and economically disadvantaged students to pursue their dreams of becoming physicians, nurses, and other allied health care professionals - the Health Professions Education and Recruitment Program (HPREP) and PULSE. HPREP is a six-week program through the Students National Medical Association and Latino Student Medical Association for high school level students that want to pursue a health career. It was introduced last year with assistance from Chicago Schweitzer Fellowship Program, which continues to support the program. Students are introduced to a variety of fields, exposed to health disparities, and given the opportunity to engage with students and professionals from a variety of fields. At the end of the program students present their research to their families, faculty, and students. This year the program is expanding and adding a community service component in addition to interaction with pre-medical level students in order to complete the pre-health pipeline. 11
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2013 Poster Session Summaries - AAMC

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