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member's change with the patient's needs. The matrix also considers the emotional needs of the patient and their support group balanced with their medical knowledge and need for autonomy and selfdetermination. We will present approaches that use this matrix to better understand the interrelationships that develop as healthcare teams work to serve patients and their caregivers. Professional Development Abstract ID: 204 MENTORING AND TEACHING BY MEDICAL EDUCATION AND HEALTH DISPARITIES SCHOLARLY CONCENTRATION STUDENTS Shirley Smith, William E. Johnson, Stephanie Peters, Justin Abbatemarco, John Briggs, Nayiesha Curtis, Steve N. Kovacs, Sahab Mustafa, Daniel Restrepo, Jason Ricciuti, and Amy Wu. Morsani College of Medicine,University of South Florida Health, Tampa, FL, USA PURPOSE Medical students at USF Health Morsani College of Medicine participate in scholarly concentrations (SC), designed to enhance their professional development and provide opportunities for scholarly endeavors. In two SC areas, Medical Education and Health Disparities, medical students have taught in community settings and intramural programs. This program is being expanded using a more comprehensive approach, including development of a collaborative mentoring program, to encourage high school and undergraduate students toward pursuit of careers in the health disciplines. METHODS Students will continue outreach activities in various community settings, including after school programs, clubs, classroom visits, and summer programs. This year’s mentors conducted collaborative student-led training in order to develop mentoring relationships with selected student mentees. Mentors will provide resources and information about health careers and related coursework, extracurricular volunteering and community service, and career development through various methods, including social media. Mentees will be assessed at the beginning of the intervention and upon completion. RESULTS Medical students have reflected positively on their experiences in their outreach activities in teaching and mentoring. Relationships have begun to be built with schools and clubs that we intend to enhance with our expanded program through the coming year in order to further develop our pipeline program. CONCLUSIONS The program utilizes a number of different exchange mechanisms to deliver accurate and timely information about health professions to community youth. In turn, medical students gain experience as mentors and serve as positive role models for impressionable youth. Professional Development Abstract ID: 205 A FRAMEWORK FOR DEFINING PROFESSIONALISM AT DIFFERENT LEVELS OF MEDICAL EDUCATION Minhee Seo, Jennifer Eastwood, and Stephanie Swanberg, Oakland University William Beaumont School of Medicine, Rochester, MI, USA PURPOSE Professionalism is an essential component in assessing medical student performance as well as clinical training. Although many researchers have attempted to define and measure medical professionalism, there are few studies conducted to see how differently professionalism is applied according level of medical education (ex. undergraduate (preclinical/clinical years) and graduate levels). In order to further the discussion on defining professionalism and advance medical education curricula, this study asks: (1) Is professionalism applied differently at varying levels of medical education? (2) What individual attributes are commonly used to define and assess professionalism at each level of medical education? METHODS A comprehensive search using major biomedical information databases including CINAHL, MEDLINE, and PsycINFO was performed to identify a collection of studies for a literature review. An initial review of titles and abstracts revealed those studies to be included in the final full-text review. Based on full-text review and discussions of our findings, a conceptual framework is constructed to provide a concrete definition of professionalism and its respective elements at each level of medical education. RESULTS A collection of 200 studies was retrieved from the search. After the initial review, a summary table and notes were developed to document the most common elements of professionalism according to medical education level. The final full review explores our research questions and highlights the Medical Science Educator © IAMSE 2012 Volume 22(4S) 318
distinctions between definitions of professionalism at each level of medical education. CONCLUSIONS The study enhances understanding of professionalism in medical education by providing a comprehensive framework of concrete elements to define professionalism and how interpretations of professionalism vary for different educational levels. This will provide a foundation for developing curricula that effectively educate health care professionals that uphold the professional standards of medical education. Professional Development Abstract ID: 206 PEER MENTORING IN MEDICAL EDUCATION RESEARCH Judith M. Venuti, Mary Bee, Jennifer Eastwood, Melphine Harriott, David Rodenbaugh, David Thomas, Linda Gillum and Nehad El-Sawi. Oakland University William Beaumont School of Medicine, Rochester, MI, USA PURPOSE The Oakland University William Beaumont School of Medicine has assembled a multidisciplinary faculty, whose primary role is to develop and deliver an innovative and integrated curriculum. Faculty must also develop scholarly work in teaching innovations and/or medical education research. To promote faculty development and increase productivity in these areas, we developed a “Community of Learning Champions”, a team of faculty that serve as peer mentors. METHODS The team meets to discuss, advise and critique research projects developed by its members. To stimulate discussion and feedback the team uses the “step-back technique”. Briefly, individuals present a proposal and the remaining members listen and ask questions. The presenter then “steps-back” and listens as the team takes on the project as if it was their own and reviews the objectives, methods and assessment tools proposed. The presenter listens to colleagues and is then invited to reflect on the group consultation. The team has regular follow up consultation meetings. RESULTS Peer mentoring had a positive impact on faculty productivity. The team provided guidance in the development of new research ideas and increased interest in medical education research. Future goals include further review of proposals, development of a certification program, and broadening faculty participation. Outcome measures will be defined and monitored to further determine the model’s effectiveness in creating a mentorship culture. CONCLUSIONS Peer mentoring promoted faculty development in medical education research. The team was successful in reaching this goal as most team members now have individual or small group research projects. We encourage the use of this model to promote, develop and advance scholarship in medical education research. Professional Development Abstract ID: 207 CAREER SUCCESS AMONG GRADUATES FROM A PRIVATE UNIVERSITY IN ECUADOR, 1999-2009 Natalia Castillo, Iván Sisa, Marco Fornasini, Universidad San Francisco de Quito, Quito- Ecuador PURPOSE Career success is a measure of professional competence that involves real or perceived goals achieved by individuals. The aim of this study was to assess career success among physicians graduated from a private medical school in Ecuador. METHODS A retrospective cohort study was conducted among eighty-four medical school graduates from 1999 to 2009. They were asked by email to complete an online Career Success Scale (CSS) developed by Buddeberg-Fischer, et al., involving 7 items on a scale from 0 to 11. Higher scores reflect better performance. It was validated in 406 Swiss medical graduates with a mean age of 33.2 (achieved score 1.8+2.3). RESULTS Overall response was 73.8% and 54.8% were female. The mean score of success was 3.4+2.4. Demographic factors (gender, age and marital status), family and academic background were not statistically significant factors. Men were significantly more likely than females to strive for an academic or a hospital career as compared to private practice, research or public health (p< 0.05). Among academic factors, the only significant factor that graduates associated with their career success was the availability of high quality mentorship during medical school (p= 0.05). CONCLUSIONS Demographic, family and academic factors were not significantly associated to career success; however, Medical Science Educator © IAMSE 2012 Volume 22(4S) 319
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