2013 Poster Session Summaries - AAMC

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medical educators through: 1) training in the science of medical education, theoretical frameworks, and principles; 2) experiential learning through formal teaching experiences with reflection and feedback; 3) scholarship in medical education via curriculum development or medical education research; 4) mentorship by faculty with experience in medical education leadership or scholarship. The four components of the certificate program would be longitudinally integrated into the medical school curriculum through required workshop sessions, teaching experience, longitudinal mentoring and opportunities in medical education scholarship and research. Students also have the opportunity to enroll in a 2-week course, entitled Frontiers in Medical Education, to learn about the most recent scientific advances in medical education methodologies and research. Participants in the certificate program will be followed through residency and beyond to assess the effectiveness of this program and its contribution to their training and long term outcomes. It is expected that this program will provide medical students with much-needed training making them better educators, both as house officers and eventually as attending physicians. Dania Daye, MS4, Jonathan McNeill, MS4, Jennifer Kogan, M.D. Perelman School of Medicine at the University of Pennsylvania RUSH MEDICAL COLLEGE OF RUSH UNIVERSITY MEDICAL CENTER [Poster # 27] Program/Project Title: Student Tutors in the Anatomy Lab Presenter(s): Jennifer Olson Email: jlolson83@gmail.com While many schools employ students to tutor the classes below them, Rush has uniquely extended the program into the anatomy lab. Free tutoring is offered Monday through Thursday at two evening sessions or on Friday afternoon. Over thirty M2s volunteer to again don their scrubs and lead small group hands-on tutoring sessions. Students generally work in groups of two to four to divide that week’s anatomy curriculum. They arrive early to find an example cadaver, clean up the dissection, and then review structures and related information as the M1s rotate between tutors. They also organize a practice anatomy practical exam for every block which involves tagging structures and providing a key. Sessions are well-attended with more than 90% of each class participating. Many cite the program’s value in that students can pass down memory tools and often-asked exam questions. It also eases anxiety about the practical exam and provides for mentorship opportunities by facilitating inter-class communication. The University organizes the paid employment of the students as tutors and announces its availability to the new class, but limits its involvement there. Tutors submit attendance sheets with participants’ signatures as time sheets which also functions as quality control as pupils will vote with their feet. Cost to the university is minimal, 20-30 tutors work 4-10 hours per month at $10/hour. The simple model of this program could be easily reproduced at other schools for the benefit of even more first year students. RUSH MEDICAL COLLEGE OF RUSH UNIVERSITY MEDICAL CENTER [Poster # 28] Program/Project Title: Humanities in Medicine Presenter(s): Jennifer Olson Email: Erica_J_Huelsmann@rush.edu At Rush Medical College, we recently integrated a unique “Humanities in Medicine” elective course for a small group of first year medical students. We would like to share the unique qualities of our program, the expected and unexpected responses of faculty and students, and future directions with others. General Course Description: This elective was an 18-session course that examined how empathy, observation and interpretation impact one’s experience of literature and the arts. Particular attention was paid to the ways in which observation and engagement with the arts parallels observation and engagement in patient care. Individual sessions focused on the role of temporal and professional perspective in describing medical events, differences and similarities in observational skills in the arts and medicine and the use of movement and drama exercises to examine how one experiences and is experienced by others. Course activities included museum visits, movement activities, acting exercises and reading and writing about selected works of literature. 16
While many institutions have programs where students engage in observation of the fine arts, focus is placed mainly on increasing their own observational skills; our program is unique in that the focus is placed primarily on introspection and self-awareness as a mechanism to increase empathy. Reflection and Future Directions: Student and faculty responses were collected following each module and at the culmination of the course to examine the implementation of the course, how it was received, and what enhancements could be made for the future. Many replied that the course was "the best thing about this year", and requested for an additional version for second year medical students. Moreover, students requested the creation of an informal humanities club. As both faculty and students very well received this elective, we plan to continue offering this course to first year students. Our plans for the near future include expanding the course to allow participation of more students. Offering multiple sections of the course, not expanding the number of students in each section as the small group atmosphere was highly rated by students, will do this. Additionally, we hope to expand the target student body to include other colleges at Rush University (nursing, physician assistant, etc.). Finally, we would like to delineate a working conceptualization of physician empathy and describe an integrative approach to assessing physician empathy. SAINT LOUIS UNIVERSITY SCHOOL OF MEDICINE [Poster # 29] Program/Project Title: Curriculum changes to improve student wellness at SLU Presenter(s): Divya Gumber, Brandon Beal & Kristin Pacl Email: dgumber@slu.edu Over the past year, several changes have been brought about in the curriculum at SLU School of Medicine in order to improve student wellness. We identify challenges faced by students in their preclinical as well as clinical years and the changes that are in motion to address these challenges. 1. Subjectivity in third year grading system The grading system of core clerkships in third year is a source of significant anxiety among medical students. About 65% of the schools in US use some variation of the Honors/Pass/Fail system, where subjective evaluations by faculty and residents comprise the most significant proportion of the grade. 1 The inherent differences in the average grades awarded by different individuals put significant stress on medical students. Third year medical students feel that their grades in core clerkships are unduly affected by the evaluators they happen to work with. In order to address this issue, the OSR chapter at SLU has worked with the administration to provide evaluators with average scores awarded by other faculty members. This would allow evaluators to compare their evaluations with others’. We are also working on providing students a clear breakdown of how their evaluator form is used to arrive at a numerical score for their subjective evaluation. We believe that creating transparency regarding the clerkship grading system will help allay the anxiety that students feel. 2. Computer based testing (CBT) for first year students During the first two years of medical school, students are traditionally tested with paper based examinations. This creates significant anxiety and apprehension for students when they have to take their NBME licensing exams - starting with Step 1- that are all electronic. 2 In order to facilitate this transition, SLU SOM is currently working on administering first year tests in an electronic format. Other advantages of CBT are easier editing of test items, enhancement of learning by using feedback from specific questions, and incorporation of multimedia into questions. 3. Compressing preclinical curriculum Students at SLU have often expressed concern about not having enough time to do rotations in a variety of fields before applying for the match. The administration has now compressed the preclinical curriculum to give students two extra months in which to schedule electives in different fields before applying for the match. Picking a specialty is by far the most important and often the most difficult decision that medical students make, and we feel this change would allow them to make a well informed choice. 17
Page 1 and 2: 2013 OSR Annual Meeting Poster Sess
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Page 11 and 12: The course objectives are to develo
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Page 23 and 24: ating of the program for class of 2
Page 25 and 26: toolkit that includes all materials
Page 27 and 28: project before graduation. In the c
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Page 31 and 32: References: 1.(2013) Medical School
Page 33 and 34: eplacement of semester long courses
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2013 Poster Session Summaries - AAMC

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