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member's change with the patient's needs. The<br />
matrix also considers the emotional needs of the<br />
patient and their support group balanced with their<br />
medical knowledge and need for au<strong>to</strong>nomy and selfdeterm<strong>in</strong>ation.<br />
We will present approaches that use<br />
this matrix <strong>to</strong> better understand the<br />
<strong>in</strong>terrelationships that develop as healthcare teams<br />
work <strong>to</strong> serve patients and their caregivers.<br />
Professional Development Abstract ID: 204<br />
MENTORING AND TEACHING BY MEDICAL<br />
EDUCATION AND HEALTH DISPARITIES<br />
SCHOLARLY CONCENTRATION STUDENTS<br />
Shirley Smith, William E. Johnson, Stephanie<br />
Peters, Just<strong>in</strong> Abbatemarco, John Briggs, Nayiesha<br />
Curtis, Steve N. Kovacs, Sahab Mustafa, Daniel<br />
Restrepo, Jason Ricciuti, and Amy Wu. Morsani<br />
College of Medic<strong>in</strong>e,University of South Florida<br />
Health, Tampa, FL, USA<br />
PURPOSE<br />
Medical students at USF Health Morsani College of<br />
Medic<strong>in</strong>e participate <strong>in</strong> scholarly concentrations<br />
(SC), designed <strong>to</strong> enhance their professional<br />
development and provide opportunities for<br />
scholarly endeavors. In two SC areas, Medical<br />
Education and Health Disparities, medical students<br />
have taught <strong>in</strong> community sett<strong>in</strong>gs and <strong>in</strong>tramural<br />
programs. This program is be<strong>in</strong>g expanded us<strong>in</strong>g a<br />
more comprehensive approach, <strong>in</strong>clud<strong>in</strong>g<br />
development of a collaborative men<strong>to</strong>r<strong>in</strong>g program,<br />
<strong>to</strong> encourage high school and undergraduate<br />
students <strong>to</strong>ward pursuit of careers <strong>in</strong> the health<br />
discipl<strong>in</strong>es.<br />
METHODS<br />
Students will cont<strong>in</strong>ue outreach activities <strong>in</strong> various<br />
community sett<strong>in</strong>gs, <strong>in</strong>clud<strong>in</strong>g after school<br />
programs, clubs, classroom visits, and summer<br />
programs. This year’s men<strong>to</strong>rs conducted<br />
collaborative student-led tra<strong>in</strong><strong>in</strong>g <strong>in</strong> order <strong>to</strong><br />
develop men<strong>to</strong>r<strong>in</strong>g relationships with selected<br />
student mentees. Men<strong>to</strong>rs will provide resources<br />
and <strong>in</strong><strong>format</strong>ion about health careers and related<br />
coursework, extracurricular volunteer<strong>in</strong>g and<br />
community service, and career development<br />
through various methods, <strong>in</strong>clud<strong>in</strong>g social media.<br />
Mentees will be assessed at the beg<strong>in</strong>n<strong>in</strong>g of the<br />
<strong>in</strong>tervention and upon completion.<br />
RESULTS<br />
Medical students have reflected positively on their<br />
experiences <strong>in</strong> their outreach activities <strong>in</strong> teach<strong>in</strong>g<br />
and men<strong>to</strong>r<strong>in</strong>g. Relationships have begun <strong>to</strong> be built<br />
with schools and clubs that we <strong>in</strong>tend <strong>to</strong> enhance<br />
with our expanded program through the com<strong>in</strong>g<br />
year <strong>in</strong> order <strong>to</strong> further develop our pipel<strong>in</strong>e<br />
program.<br />
CONCLUSIONS<br />
The program utilizes a number of different<br />
exchange mechanisms <strong>to</strong> deliver accurate and<br />
timely <strong>in</strong><strong>format</strong>ion about health professions <strong>to</strong><br />
community youth. In turn, medical students ga<strong>in</strong><br />
experience as men<strong>to</strong>rs and serve as positive role<br />
models for impressionable youth.<br />
Professional Development Abstract ID: 205<br />
A FRAMEWORK FOR DEFINING<br />
PROFESSIONALISM AT DIFFERENT<br />
LEVELS OF MEDICAL EDUCATION<br />
M<strong>in</strong>hee Seo, Jennifer Eastwood, and Stephanie<br />
Swanberg, Oakland University William Beaumont<br />
School of Medic<strong>in</strong>e, Rochester, MI, USA<br />
PURPOSE<br />
Professionalism is an essential component <strong>in</strong><br />
assess<strong>in</strong>g medical student performance as well as<br />
cl<strong>in</strong>ical tra<strong>in</strong><strong>in</strong>g. Although many researchers have<br />
attempted <strong>to</strong> def<strong>in</strong>e and measure medical<br />
professionalism, t<strong>here</strong> are few studies conducted <strong>to</strong><br />
see how differently professionalism is applied<br />
accord<strong>in</strong>g level of medical education (ex.<br />
undergraduate (precl<strong>in</strong>ical/cl<strong>in</strong>ical years) and<br />
graduate levels). In order <strong>to</strong> further the discussion<br />
on def<strong>in</strong><strong>in</strong>g professionalism and advance medical<br />
education curricula, this study asks: (1) Is<br />
professionalism applied differently at vary<strong>in</strong>g levels<br />
of medical education? (2) What <strong>in</strong>dividual attributes<br />
are commonly used <strong>to</strong> def<strong>in</strong>e and assess<br />
professionalism at each level of medical education?<br />
METHODS<br />
A comprehensive search us<strong>in</strong>g major biomedical<br />
<strong>in</strong><strong>format</strong>ion databases <strong>in</strong>clud<strong>in</strong>g CINAHL,<br />
MEDLINE, and PsycINFO was performed <strong>to</strong><br />
identify a collection of studies for a literature<br />
re<strong>view</strong>. An <strong>in</strong>itial re<strong>view</strong> of titles and abstracts<br />
revealed those studies <strong>to</strong> be <strong>in</strong>cluded <strong>in</strong> the f<strong>in</strong>al<br />
full-text re<strong>view</strong>. Based on full-text re<strong>view</strong> and<br />
discussions of our f<strong>in</strong>d<strong>in</strong>gs, a conceptual framework<br />
is constructed <strong>to</strong> provide a concrete def<strong>in</strong>ition of<br />
professionalism and its respective elements at each<br />
level of medical education.<br />
RESULTS<br />
A collection of 200 studies was retrieved from the<br />
search. After the <strong>in</strong>itial re<strong>view</strong>, a summary table and<br />
notes were developed <strong>to</strong> document the most<br />
common elements of professionalism accord<strong>in</strong>g <strong>to</strong><br />
medical education level. The f<strong>in</strong>al full re<strong>view</strong><br />
explores our research questions and highlights the<br />
Medical Science Educa<strong>to</strong>r © <strong>IAMSE</strong> 2012 Volume 22(4S) 318