2013 Poster Session Summaries - AAMC

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CHICAGO MEDICAL SCHOOL AT ROSALIND FRANKLIN UNIVERSITY [Poster # 3] Program/Project Title: Peer Help for the Hardest Year: The M2 Stress Reduction Committee Presenter(s): Nick Hawley Email: Nicholas.hawley@my.rfums.org Stress is a significant concern among Medical students as they face an array of potential stressors including schoolwork, relationships, family issues, extracurricular activities, and USMLE exams. Students report that stress is worst during 2nd year while preparing for USMLE Step 1. The Chicago Medical School at Rosalind Franklin University noted its students’ stress levels and formed the M2 Stress Reduction Committee to address this problem. Comprised of fifteen students and an administrator, the committee’s primary goal is to investigate sources of student stress and plan ways to alleviate it all while fostering a supportive environment within the class. Its recommendations included various wellness-promoting activities and events, course/schedule changes, and education on stress and how to cope with it. During the year, the committee organized several student activities and wellness events. Most of the events required minimal or no cost and minimal planning beyond the committee members. They also took students concerns about courses and scheduling to identify areas where the administration could help minimize stress. Committee actions ranged from distributing candy before exams to having a potluck lunch to suggestions on semester schedules. The committee planned various events and activities, highlighting the importance of maintaining personal well-being. Student surveys will be conducted in March to gauge the effectiveness of the committee and better understand student stress. Data collected will be presented with the poster. We believe the stress reduction committee has helped raise awareness and lower stress within the class and created a platform for promoting student wellness. CLEVELAND CLINIC LERNER COLLEGE OF MEDICINE OF CASE WESTERN RESERVE UNIVERSITY [Poster # 4] Program/Project Title: Students' Perceptions of the Need for Formal Communication Skills Training Associated with the Electronic Medical Record Presenter(s): Daniel London Email: londond@ccf.org At the 2011 AAMC National Meeting joint regional session between the Central and Western regions, OSR representatives discussed the lack of educational opportunities focused on teaching medical students how to properly communicate with a patient while using the electronic medical record (EMR). Taking this idea back to our home institution, we began discussions on how to incorporate such training into our current communication skills curriculum. To garner institutional support for this innovation, however, we needed to obtain data demonstrating that this is a student need and want amongst our students. We performed a needs assessment survey of Cleveland Clinic Lerner College of Medicine (CCLCM) medical students to better understand their perspectives on the topic of how the EMR impacts patient-doctor communication and the potential utility of educational sessions. Students felt strongly that the EMR impacts communication with patients—positively in some aspects and negatively in others. By their second year of medical school, almost all students are using the EMR in patient interactions. Students have voiced a desire to be taught how to properly use the EMR when communicating with patients. This education would involve maximizing the positive aspects, such as educating the patient, acquiring the database, and performing health maintenance tasks, while limiting the negative aspects such as engaging in non-verbal communication, developing rapport, and demonstrating empathy. Students believe that this teaching should happen during second year, and that it should be done in a workshop setting such as communication skills with further reinforcement via longitudinal clinic experiences. As a result of our findings, two student driven educational projects have resulted: a book chapter and a revamped standardized patient encounter. 6
COOPER MEDICAL SCHOOL OF ROWAN UNIVERSITY [Poster # 5] Program/Project Title: Service learning: Giving Back to the Camden Community at Cooper Medical School Presenter(s): Imoh Ikpot, Gita Byraiah & Rebecca Lee Email: ikpoti60@students.rowan.edu At Cooper Medical School of Rowan University, volunteerism is an integral part of the campus community. All students are required to engage in a service learning projects within the city of Camden. The outreach efforts are directed based on community needs as expressed through focus groups and at the recommendation of our Community Advisory Committee. This course was created to fulfill the philosophy that immersion of students provides a realistic view of the social, economic and cultural influences and barriers facing the underserved Camden community. Students have been involved with various activities including schools, homeless shelters, soup kitchens and churches. In aggregate, students view this as a favorable and beneficial experience. CREIGHTON UNIVERSITY SCHOOL OF MEDICINE [Poster # 6] Program/Project Title: Creighton University School of Medicine Clinical Skills Club Presenter(s): Mayme Marshall Email: mem25750@creighton.edu This poster was created by the members of the student-run Clinical Skills Club at Creighton University School of Medicine and is designed to provide information about the organization as well as the monthly clinical workshops that are held in the Clinical Simulation and Education Center. The Clinical Skills Club was created by two medical students in 2011 who desired more opportunities for hands-on clinical practice in the first and second years of medical school. It has blossomed into an organization where upper class medical students (with faculty supervision) engage and educate first and second year medical students during clinical simulations. The clinical education is developed around the motto “See one, Do one, Teach one”. First the students “see” a short presentation of the clinical skill and its relevant background given by upperclassmen. Then, they “do one” and perform the skill using various simulators under the supervision of the upperclassmen, and in the later years they are invited back as upperclassmen to “Teach one”. CREIGHTON UNIVERSITY SCHOOL OF MEDICINE [Poster # 7] Program/Project Title: Creighton University School of Medicine Magis Clinic Presenter(s): Laura Brannan Email: mem25750@creighton.edu The Magis Clinic began in 2004 when a group of Creighton medical students found there were few outpatient healthcare options available to disadvantaged men, women and children of the Omaha metropolitan area. The clinic is managed and staffed by Creighton medical students and overseen by a volunteer physician. In addition to providing valued medical care to our patients, Magis also provides a distinct and educational clinic experience for Creighton medical student volunteers. Another important facet of the Magis Clinic’s mission has been to foster in the medical student volunteers a lifelong commitment to service and learning and to serve as a site of teaching for our students. First- and second-year medical students are encouraged to push their limits and participate actively in patient interviews and physical exams. They are guided by upperclassmen volunteers, who work closely alongside them. This peer mentoring support is critical to facilitating an educational environment. The Magis Clinic’s attending physician is also available throughout clinic to answer questions, provide guidance, and educate students on diagnostic and treatment options, and while it is ultimately the attending physician’s treatment plan, medical students are encouraged to use their knowledge and skills to provide treatment options. 7
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2013 Poster Session Summaries - AAMC

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