2013 Poster Session Summaries - AAMC

Conclusion:
As social media is becoming an increasingly common avenue of communication and personal expression,
medical educators must recognize that it does and will continue to reflect on an applicant’s professionalism.
This does not, however, imply that medical students should avoid social media altogether—as shown in the
above data, a student’s social media presence has the potential to reflect positively on their professionalism.
Instead, instruction should be given to medical students on how to shape a professional social media
presence, much in the way instruction would be given on how to prepare a professional CV. Currently, there
are no established guidelines regarding social media presence and medical education. As part of educating
medical students on digital professionalism, a unified consensus should be reached regarding what is and is
not appropriate for medical trainees to communicate through social media.
WAKE FOREST SCHOOL OF MEDICINE [Poster # 68]
Program/Project Title: Emergency Medicine in the Third Year Curriculum
Presenter(s): Daniel Oldroyd & Charlie Pitts
Email: doldroyd@wakehealth.edu
An Emergency Medicine curriculum in the third year of medical school serves to benefit the student, staff,
faculty, and institution as a whole. In the Emergency Department, students are given the unique opportunity
to approach patients with general complaints and broad differential diagnoses in an acute care setting.
While inpatient medicine grants daily opportunities to manage patients’ problems, the primary care setting of
the emergency department allows students to triage patients, make new diagnoses, and to manage these
new diagnoses. In the ED, students gain unique exposure to procedures, treatment algorithms,
interdisciplinary teams, cost conscious decision making, and some health policies. Students' presence
encourages an education-oriented atmosphere, and provides faculty and staff additional leadership and
teaching opportunities. Currently, about 33% of US allopathic medical schools have a required third year
rotation in Emergency Medicine. Given the advantages mentioned above, we believe this rotation to be
greatly beneficial to our students and institution. For our poster, we plan to outline the recommendations as
given in current literature on the subject, and compare those recommendations to the current curriculum that
is in place at the Wake Forest School of Medicine. By doing so, we hope to share the potential benefits of
implementing such a curriculum at other institutions, as well as some logistical information in regard to the
implementation of our EM curriculum.
WAYNE STATE UNIVERSITY SCHOOL OF MEDICINE [Poster # 69]
Program/Project Title: A Promising Pipeline to Medical Education: The Detroit Premedical Scholars
Program
Presenter(s): Osamuedemen Iyoha, Robert Guglielmo & Tahsin Khundkar
Email: oiyoha@med.wayne.edu
Increasing the number of underrepresented minorities in medical education is of critical importance, as this
directly and positively impacts the quality of patient care, health outcomes, and health disparities. Through its
many pipeline programs, the Office of Diversity and Inclusion (ODI) at Wayne State University School of
Medicine is helping to increase the number of students who represent the diversity of our global community.
The Detroit Premedical Scholars Program (DPSP) is a 6 week long summer enrichment program for rising
high school seniors within the Detroit Public School system. This program, whose purpose is to introduce
interested students from the inner city to the various clinical aspects of medicine as well as helping them to
navigate the pathway towards a career in medicine. Student participants receive a summer stipend to assist
with their food and transportation needs throughout the program. Post-program follow up is done to track
student progress and provide additional resources as needed.
We believe that this program is a noteworthy initiative for other institutions to implement because it
addresses a major concern in medical education and is reproducible. While the hardest part of implementing
this initiative is finding funding, the ODI have successfully secured funding through support from various
community foundations including the Detroit Public Schools Foundation and the Sinai Grace Foundation.
Plans are currently underway to duplicate this model in other counties of Southeastern Michigan in the
future. A pipeline program such as this one not only provides productive resources for the youth of a
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