Purpose: To explore how non-physician team members of a health care team perceive their contributions to educating residents about interprofessional collaboration in an intensive care rotation and to compare this to residents’ perceptions. Method: Participants in this exploratory case study were selected using maximal variation, purposive and convenience sampling strategies. Data were collected through semi-structured individual and focus group interviews, and analyzed using inductive thematic analysis. Findings: Contributions occurred implicitly and explicitly during patient care activities and focused on role clarification, sharing of expertise, and help navigating the workflow. Contributions were influenced by a) Intensive Care Unit context, b) tension between working and teaching, c) expectations, d) resident engagement, e) power/hierarchy. Conclusion: Team members contribute to residents’ education about collaboration through participation in the everyday business of caring for critically ill patients. Recognition of this contribution may improve resident training. However, some residents may not be learning basic skills, what they learn about interprofessional collaboration may have limited transferability, and team interactions may influence the validity of judgements made about entrustability and performance.

Objectives: Obesity-related illnesses are a major public health concern. Although doctors are expected to discuss obesity and health-related behaviour change with patients, they report being unprepared by medical education to do this effectively. Healthcare settings provide an opportunity to help patients tackle unhealthy behaviours and make the necessary changes to improve their health and longevity. This programme of research aims to investigate and improve current obesity management education for medical students. It also aims to identify whether the existing evidence-base on behaviour change techniques has been used to inform educational interventions in this area. Five separate studies were conducted in order to investigate obesity management education for medical students, identify challenges and solutions to its integration within medical schools, and then design and test a novel educational intervention in this area. Methods: Two systematic reviews were conducted to investigate relevant educational interventions about obesity management in terms of a) their efficacy and b) their educational content. A qualitative study using semi-structured interviews with medical educators (n = 27) was conducted to explore key challenges to integrating this education into medical schools in Ireland and the UK. The final two studies involved designing and validating a communication tool based upon behaviour change techniques, and subsequently evaluating this within an educational intervention in a before-and-after feasibility study (n = 34 medical students). Results: Findings from the systematic reviews illustrated that educational interventions addressing obesity management for medical students are rare. Robust empirical evaluations are scarce, and on the whole authors report using little behaviour change theory or evidence to inform their interventions. Barriers to integrating obesity management education into medical schools may relate to the diverse and opportunistic manner in which it is currently delivered within medical schools; varied support for its inclusion, and varied medical student engagement in the topic. Taking into account these issues, findings of the feasibility study suggest that it is possible to deliver theory- and evidence-based obesity management education to medical students. This educational intervention was delivered consistently by clinical tutors, it was acceptable and valued by students, and results suggest that participants would go on to discuss obesity management with patients and use desired communication skills within such interactions.Conclusions: The available evidence-base on obesity management educational interventions for medical students is poor. However, it is possible to design and deliver this education within an existing undergraduate medical programme. Further research is required to investigate the efficacy and effectiveness of such an intervention in practice.

At least 11 million Americans are diagnosed with chronic obstructive pulmonary disease (COPD), and there is a high likelihood millions more suffer from the disease but are undiagnosed. Spirometry is a medical test to determine how well a patient’s lungs work, and is used to diagnosis COPD. Despite this test’s utility, resident providers may be uneducated about or uncomfortable with administering spirometry. Past research has demonstrated that brief educational interventions can lead to clinically significant improvements in knowledge of spirometry. The purpose of this study is to compare family medicine residents’ responses regarding the use of spirometry in a rural Family Medicine Residency clinic before and after an educational program on the topic. Researchers will administer a survey to resident physicians at the Family Physicians of Bristol clinic about their knowledge regarding spirometry; residents will then be resurveyed after an educational program. It is expected that resident providers will show significant gains in their knowledge of spirometry after the completion of the educational program. Results of this project will be useful in identifying methods to increase medical providers’ awareness and comfort with spirometry, which will hopefully lead to increased accurate diagnosis of airway diseases.

Topic: This article describes a curricular transformation initiative, the Recovery Education in the Academy Program (REAP), spearheaded by the University of Illinois at Chicago's National Research and Training Center on Psychiatric Disability. Purpose: REAP is designed to integrate principles of recovery, self-determination, and other evidence-based practices for people with psychiatric disabilities into medical, social, and behavioral sciences curricula. The principles on which the curricula transformation efforts are based, the instructional activities employed, early outcomes of the endeavor, and future plans for replication are delineated. Sources used: As described in this paper, REAP builds on a theoretical framework derived from the evidence-based literature, multiple technical reports, and curricular initiatives, including the Institute of Medicine, the Annapolis Coalition for Behavioral Workforce Development, and the Final Report of President's New Freedom Commission on Mental Health. Conclusions: REAP has delivered state-of-the-science education to over 1,000 trainees, including medical students, psychiatry residents, psychology and social work interns, and rehabilitation counselors, pre/post-doctoral students and professionals within a variety of academic settings. REAP serves as a replicable structure to successfully integrate recovery education into existing, accredited academic programs and curricula using the parameters outlined by multiple experts and stakeholders. Barriers to curricular transformation and strategies to overcome these barriers are highlighted.

Abstract: Over the past decade much attention has been directed towards futuristic training models. It is felt by many that virtual (VR) and augmented (AR) reality training modules can be tailored to medical training. Virtual and augmented reality training can be utilized to teach important critical thinking as well as procedural proficiency. VR/AR may also be used to ensure longitudinal goals are maintained as training curriculums are altered. As educators and researchers see the value of VR/AR training, the question remains, do the participants find value in VR/AR training? In this study, we looked at the learner perspective of 23 paramedic students who recently completed a National Registry Paramedic-approved curriculum. Overall, 87% of paramedic students felt the VR/AR experience provided was beneficial to their training. Given the high rate of value applied to this training by the students, we feel additional studies and VR/AR training should be tailored to paramedic education during initial and proficiency training events.

Indiana University-Purdue University Indianapolis (IUPUI) / Background: The advancement of three-dimensional visualization technology provides exciting new opportunities in medical education, including new methods for teaching complex anatomical relationships and promising tools for the training of postgraduate physicians. Information on how faculty use three-dimensional visualization technology for anatomy education is essential for informed discussions surrounding their effectiveness as a teaching tool and use in the medical curriculum, yet the current literature lacks necessary contextual details on how faculty integrate these technologies into actual medical curricula. Methods: Fifteen medical educators from North American medical schools and teaching hospitals completed semi-structured interviews and discussed how they use three-dimensional visualization technology for teaching in preclinical courses, clinical clerkships, and postgraduate programs. Transcripts were analyzed using the constant comparative method and resulting themes were used to inform the creation of a questionnaire. Results: The resulting themes of analysis were organized according to a curricular framework that describes how faculty use these technologies as an instructional resource and how this use is related to the purposes, content, sequence, instructional processes and evaluation of medical curricula. The results demonstrate how three-dimensional visualization technology is being is implemented in a variety of ways in the curriculum and revealed numerous similarities of use across the levels of medical education. Analyses revealed minimal use of three-dimensional visualization technology for assessment and indicated faculty face significant challenges in designing such assessment. Conclusions: Results suggest continuing assessment of the effectiveness of these technologies as a teaching tool needs to encompass broader aspects of use, such as those described in this study. Additionally, results showing similarities of use across levels suggest that educators and administrators should consider how threedimensional visualization technology can be thoughtfully integrated to address the changing needs of learners as they progress through medical education. Findings also suggest that administrators who want to support the integration of three-dimensional visualization technology into the curriculum need to provide adequate support and training to help faculty overcome time limitations and difficulties designing assessment methods.

The lack of diversity in medicine is a long-standing issue for US medical schools who have yet to make serious progress. Students who identify as Black, Hispanic, Native American, and Pacific Islander are considered Underrepresented in Medicine (URM) are those historically obstructed from entering medical school. There remain high costs to apply, enter, and stay in medical school. Additionally, the faculty who teach these students are more likely to be white and URM faculty are more likely to leave due to racism, discrimination, and the “minority tax” they experience too often. The effects of racism and discrimination combined with the lack of support negatively affect both URM students' and faculties’ mental health, which makes staying in medicine even more challenging. Many solutions have been proposed. Specifically, Pathways programs allow medical students to become involved and work hand-in-hand with their local colleges and medical schools by becoming mentors, establishing safe spaces, and disseminating advice and free resources. Although the evidence is anecdotal, Pathways programs show promise in creating solutions for URM students, this is exemplified by student testimonials. If medical institutions continue to fail to address the lack of diversity, their students can step up and create Pathways programs to fill the gaps they cannot seem to find. / Urban Bioethics

No description available.

The COVID-19 pandemic uncovered instructional changes within higher education. Accommodations for continued instruction included a transition to remote learning. However, little research exists regarding the experiences of medical residents during this transition in their education while combating the COVID-19 pandemic. This qualitative study, phenomenological in nature, aimed to explore the lived experiences of internal medicine medical residents at one medical college in Central Florida regarding the transition from face-to-face instruction to remote learning due to the COVID-19 pandemic. Eleven participating medical residents underwent semi-structured interviews via Zoom. Garrison's Community of Inquiry conceptual model and Hall and Hord's Concerns-Based Adoption Model theoretical framework were used. The researcher utilized Colaizzi's phenomenological analysis method to analyze the interview transcripts and Saldaña's coding method to code the data. Dedoose software was used in the analysis process. Participants were found to have shared and non-shared experiences and encountered both benefits and challenges from remote learning. Shared experiences included travel difficulties due to border closures and family challenges. Benefits included the presence of national guest speakers in lectures, attending lectures from the convenience and comfort of home, and the addition of interactive learning methods such as Kahoot and Jeopardy. Challenges experienced during the transition included curricular disorganization, distractions such as watching movies, a lack of interest in attending lectures, and a lack of interaction, with colleagues and by the instructor. Further research recommendations are discussed regarding emergency preparedness in higher education and graduate medical education, in addition to instructor perspectives.

Assessing Virtual Versus In-Person Experiential Learning in Medical Student Pediatric Clerkship Training Andrew Berry, Andrew Wigger, Karilynn Craig, Dr. Brock Blankenship, Dr. Jennifer Gibson, Center for Experiential Learning, Quillen College of Medicine, East Tennessee State University, Johnson City, TN. Simulation and experiential training have been incorporated into medical school training for decades. While there are many ways to accomplish experiential-based learning, many faculty and students feel Socratic learning styles provide the best learning experience. As medical students had just finished a predominantly virtual preclinical year due to the COVID-19 pandemic, our research team was interested in understanding students’ perceptions of virtual and in-person experiential learning activities. The primary goal of this study is to compare medical students’ perceptions of the quality and value of in-person versus virtual experiential learning during their pediatric clerkship. Secondary measures of this study examine the differences regarding the retention of case information presented, the clinical relevance of the pediatric cases discussed, and the likelihood that students will attend similar future sessions. Our team hypothesized that students would perceive in-person sessions as more valuable and meaningful to their medical education. One academic year of medical students who participated in two experiential learning encounters during their pediatric clerkship was assessed. Each encounter involved a series of approximately ten patient cases over two hours; one encounter was done in person, and the other was done virtually. Each case was then discussed using a Socratic format; faculty would ask questions and engage students individually, assessing their decision-making capability (including differential diagnosis, treatment plans, and dispositions). Data was collected by a survey administered after both encounters, each with the same questions. Students generally felt the virtual format for this type of training was as well received as the in-person format (56% vs. 52.2% for excellent value ratings, respectively). Similarly, 43.5% of students reported that the in-person cases greatly improved their retention, while 40% said the virtual cases improved their retention of educational material to the same degree. The in-person experiences were reported as being extremely clinically relevant by 56.5% of students, while the virtual cases were perceived as extremely relevant by 48% of respondents. Lastly, survey data showed that 47.8% of respondents said they would very likely attend similar future in-person sessions (compared to 44% for similar virtual events). Our team feels that the results of this study demonstrate that utilizing a Socratic Model of teaching in experiential learning has excellent value, and high-quality training can be accomplished virtually, even during times of potential virtual fatigue. These findings are important as our results show that experiential learning can be adapted, yet still beneficial, when in-person activities cannot take place, such as what we encountered during the COVID-19 pandemic.