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Curriculum

(P-1) A Novel Approach to Medical Curriculum Management
This poster reports on the successful establishment of a continuous quality improvement process originating from a multidisciplinary group (Phase Directors Curriculum Committee, PDCC) that meets once weekly to evaluate, assess and improve the quality of medical education. The role of this group is to oversee the curriculum and, through a continuous quality improvement planning process, to conduct formative and summative reviews of student achievement that tie into the assessment of curriculum effectiveness.

Schoen Kruse, PhD, Assistant Dean of Preclinical Affairs; Associate Professor of Pharmacology, RVUCOM
Cheryl P. McCormick, PhD, Professor of Physiology, RVUCOM


(P-2) A Ten-Year Content Review of Curriculum, Instructional Methods and Evaluation in Medical Education
The purpose of this project was to review three medical education journals over a ten-year period to determine themes related to curriculum, instructional methods and evaluation.

Machelle Linsenmeyer, EdD, Director for Office of Educational Development, OSU-COM
Matt Vassar, PhD, Curriculum and Outcomes Assessment Coordinator, OSU-COM


(P-3) Development of a Longitudinal Database for an Integrated Curriculum
This poster demonstrates the organization of a longitudinal student database designed to provide detailed discipline performance data for high-stakes exams that are multidisciplinary in an integrated curriculum. Data are reported to students and advisors and reflect discipline performances in a course, as well as cumulative performance for each discipline. Student performances by discipline are available for COMLEX Levels 1-3 and subject exams.

Linda R. Adkison, PhD, MS, Associate Dean for Curricular Affairs, KCUMB-COM


(P-4) Enhancing LGBTQ Acceptance in Osteopathic Medical Schools: A Pilot Curricular Program
This poster displays the results of a current study conducted by researchers at Kirksville College of Osteopathic Medicine, entitled “Enhancing LGBTQ Acceptance in Osteopathic Medical Schools: A Pilot Curricular Program.” The poster will display results regarding students’ attitudes, viewpoints, comfort and knowledge of effectively working with the LGBTQ community. The results will be used as a springboard for creating future curriculum suggestions that will better prepare osteopathic medical students for holistically treating their LGBTQ patients.

Jessica Lapinski, BS, BA, OMSII, ATSU-KCOM
Patricia Sexton, MS, DHEd, Associate Professor Department of Family Medicine, Preventive Medicine and Community Health; Associate Dean for Curriculum, ATSU-KCOM


(P-5) Implementing Interprofessional Activities in a Stand-Alone Osteopathic Medical School
This poster will display the process of identifying, developing, implementing and evaluating effective strategies to provide interprofessional activities in a stand-alone college of osteopathic medicine. Activities covered will include the use of standardized and human patient simulation cases and interprofessional didactic programming.

Arthur B. Rubin, DO, MHA, Regional Assistant Dean, WVSOM
Stephanie Schuler, BS, Assistant Dean for Pre-Doctoral Clinical Education, WVSOM

(P-6) Incorporating the Thread of Interprofessional Education and Practice Throughout the Curriculum
This poster will provide creative and integrated curriculum strategies to incorporate interprofessional theory and practice in the curriculum, and will focus on logistical challenges to curriculum integration.

Cecilia Rokusek, EdD, MSc, RD, Assistant Dean for Education, Planning and Research, NSU-COM


(P-7) Two-Year Analyses of Student Rank Performance on Exams: Exam Difficulty is Important; Time between Courses is Not
Providing breaks in a difficult and demanding systems-oriented medical curriculum does not affect relative performance in the next course. Exams that differ in difficulty do influence student rank performance, with more difficult exams generating more stable performance among medical students.

Linda R. Adkison, PhD, MS, Associate Dean for Curricular Affairs, KCUMB-COM
Alan G. Glaros, PhD, Associate Dean for Basic Medical Sciences, KCUMB-COM
Andrea L. Hanson, BA, Curriculum and Assessment Coordinator, KCUMB-COM


(P-23) The Rural Osteopathic Medical Education Program: Training Students for Life and Practice in Rural Communities
This poster will describe the Rural Medical Education Program (ROME) at the Texas College of Osteopathic Medicine in Fort Worth. A brief history, description, and recent successes of the program will be presented.

John R. Bowling, DO, Assistant Dean of Rural Medical Education, UNTHSC/TCOM
Ana L. Chiapa-Scifres, MS, MPH, Director of Research and Evaluation, UNTHSC/TCOM

Clinical Practice and Quality Improvement

(P-8) Healthcare Futures: The Future of Medical Education in 2025
The goal of medical education is the preparation of students to flourish for tomorrow’s medicine and the future of healing. Based on this it is then necessary to understand what tomorrow’s medicine will be and what the future of healing looks like. It is through Futures Thinking that current assumptions can be challenged and we can draw out the understandings and insights that are necessary to prepare students for the future.

Richard M. Pfohl, DSL, President/CEO, Navigos

(P-9) History of Osteopathic Medicine in Virginia
This poster describes the development of osteopathic medicine in the Commonwealth of Virginia. A.T. Still, the founder of osteopathic medicine was born in Virginia. Evolution of the practice of osteopathic medicine as well as the early development Virginia Osteopathic Medical Association is shown in a timeline. Creation of osteopathic residency programs and the founding of the first osteopathic college are other accomplishments in the 20th and 21th Centuries. The overall goal of the poster is to trace the major developments in Virginia.

Elaine G. Powers, MSLS, Director of Library Services, VCOM


(P-10) Integrating Primary Care and Public Health: A Primer for Success in a Changing and Uncertain Health Care Environment
Given the changes in the health care delivery system concurrent with health care reform mandates, public health and primary care are no longer independent disciplines. Together public health and primary care are the foundation for improving population health and assuring health care access to all.

Leonard A. Levy, DPM, MPH, Associate Dean for Education, Planning and Research, NSU-COM
Cecilia Rokusek, EdD, MSc, RD, Assistant Dean for Education, Planning and Research, NSU-COM

(P-11) Investigation of an Agreement in Diagnoses and Treatments of Dermatological Conditions and Diseases between a Primary Care Physician in a Rural Area and a Dermatologist in an Urban Area via Teledermatology Technique
This study is conducted to evaluate accuracy and agreement in dermatologic diagnoses and treatment between a primary care physician or nurse practitioner in rural regions and dermatologists via teledermatology. The challenge is to investigate whether using teledermatology is a viable option in diagnosing and treating dermatologic conditions in a rural region, where a dermatologist is not available. The study will indirectly benefit rural communities with dermatologist shortages.

DeLayne Allred, BSM, OMSII, VCOM
Thadeus Dapash, BS, OMSII, VCOM
Suporn Sukpraprut, PhD, MA, MSc, Assistant Professor of Preventive Medicine, VCOM


(P-12) MS II Participants in an Intensive Skills Week Utilizing the Human Worn Partial Task Surgical Simulator Show Advanced Technical and Non-Technical Skills Upon Entering Third Year Rotations
Military medical students are faced with the unique challenge of entering medical practice in a distinctive environment compared to their non-military counterparts. In response, Rocky Vista University College of Osteopathic Medicine designed a weeklong, Intensive Skills Week (ISW) program in order to train military students in first response, emergency medicine, and hands-on surgery utilizing the Human Worn Partial Task Surgical Simulator (Cut Suit). Participating students demonstrated marked improvement in all measured areas including confidence level, surgical knowledge and technical skills; even outperforming MS III students who had recently completed hospital surgical rotations.

Courtney Cage, BS, MS, OMSII, RVUCOM


(P-13) New Jersey's Osteopathic Heritage
With the cost of journal subscriptions constantly rising, libraries serving U.S. osteopathic medical schools find it difficult to purchase or license needed resources for students, faculty and staff. The Council of Osteopathic Librarians (COOL) has created a process to allow for free lending of resources between schools, proactively responding to budgetary restrictions while increasing access to published information for all of our needs.

Janice K. Skica, MS, Campus Library Director, UMDNJ
Jenny Pierce, MS, Public Services Librarian, UMDNJ

(P-14) Pilot Program in Obstetrics and Team Training for Rural/Wilderness Medicine Track Medical Students
Nothing tests the skill of a team ofr medical students more than an unexpected incident, but compound that incident with language barriers and different skil sets and the researcher can get an accurate look at how students will function in a team under extreme stress. Our work evaluates the ability of second year medical students to organize and utilize available resources during an unexpected obstetrical emergency in a remote setting.

Tina Underwood, MA, Assistant Director Clinical Assessment and Simulation, RVUCOM


(P-15) The Impact of Student Doctors on Patient Satisfaction
Patient satisfaction surveys are widely used to give physicians feedback on their treatment of patients, and are included in physician performance evaluation and payment. Higher patient satisfaction is correlated with better health outcomes. The research depicted on this poster used a common patient satisfaction measure (the Press-Ganey Survey) to determine the impact of the presence of student doctors on patient satisfaction. The study found measurable but not statistically significant improvement in various satisfaction scores, including overall satisfaction with the visit; the relationship was notable enough that satisfaction scoring of students may add meaningfully to both a patient's satisfaction, and a student's clinical clerkship experience.

Mark R. Speicher, PhD, MHA, BASW, Associate Dean for Academic Affairs, AZCOM
Timothy Sterrenberg, BS, OMSII, AZCOM

Teaching and Learning

(P-16) Andragogy: A Model to Advance Osteopathic Medical Student Willingness to Engage with Patient-Centered Interviewing
This poster presentation will illustrate how to utilize principles of andragogy in osteopathic medical student teaching: the awareness that adult learners are self-directed, that they expect to take responsibility for decisions, and that they require experiential learning to include explanation as to why information is important and provide opportunity for immediate practice to boost problem-solving capacity. Motivational interviewing (MI) is a technique that has enormous potential for use with patients to improve rapport and uses principles of autonomy, evocation, collaboration and open ended questions. Third-year osteopathic medical students (during their psychiatry didactic) worked in small groups on clinical cases using Problem-Based Learning and Role Play to increase their expertise with MI and rated how comfortable they would be using MI principles in the future with their patients.

Bettina Bernstein, DO, Clinical Assistant Professor, PCOM


(P-17) Andragogy in Osteopathic Manipulative Medicine Education: Introducing Self-Directed Learning to the Lab Setting
Medical education must foster an adult learning environment where students are encouraged to self-evaluate, self-motivate, and direct their own knowledge acquisition. This poster proposes a mechanism for introduction of these andragogical principles into the osteopathic manipulative technique lab.

LeAnn D. Jons-Cox, DO, Chair, Department of Osteopathic Principles and Practices; Course Director, OPP III and IV, RVUCOM


(P-18) Promoting Resource Sharing among Osteopathic Medical School Libraries
With the cost of journal subscriptions constantly rising, libraries serving U.S. osteopathic medical schools find it difficult to purchase or license needed resources for students, faculty and staff. The Council of Osteopathic Librarians (COOL) has created a process to allow for free lending of resources among schools, proactively responding to budgetary restrictions while increasing access to published information for all of our needs.

Janette Pierce, MS, Public Services Librarian, UMDNJ-SOM
Janice K. Skica, MS, Campus Library Director, UMDNJ-SOM


(P-20) Standardization and Assessment of Feedback to Pre-Clinical Medical Students Using the One-Minute Preceptor Model
This poster describes an investigation of whether a well-published clinical teaching strategy might be effectively used for preclinical osteopathic medical students. Outcomes include student satisfaction and exam performance.

Diane R. Karius, PhD, NAOME, Associate Professor of Physiology and Director, Human Patient Simulator Program and Kesselheim Center for Clinical Competence, KCUMB-COM
Sarah Parrott, DO, Assistant Professor, Department of Family Medicine; Division Coordinator for Communications, KCUMB-COM


(P-21) Use of Case Presentation Exercises in Medical Microbiology and Infectious Diseases to Improve Medical Student Performance on Course Assessments
Small-group case presentation exercises (CPs) were created to increase course relevance for medical students taking Medical Microbiology (MM) and Infectious Diseases (ID). Median exam scores in MM and ID were higher for students who participated in the CPs than for students who received the lecture-laboratory curriculum. Students felt the CPs improved their critical thinking and presentation skills.

Neal R. Chamberlain, PhD, Professor, Department of Microbiology/Immunology, ATSU-KCOM


(P-32)
Learning by Living: Life Altering Medical Education
Long-term care services represent a growing aspect of the US medical system and yet little education is provided in our medical schools to prepare future physicians in how to work effectively with elders. The Learning by Living medical education project provides a unique medical student research and learning experience to increase skills in providing care to older adults.

Marilyn R. Gugliucci, PhD, Director of Geriatric Education and Research, UNECOM

(P-34) Assessment of the Current Understanding of OPP/OMT in Relation to Medical Education Programs
It is necessary to understand how the osteopathic profession across all specialties understands and integrates OPP/OMT into clinical practice, in order to effectively design curriculum that will encourage educationalimplementation across all specialties. By assessing the current understanding of the relationship of OPP and OMT, through surveying a national sample of osteopathic physicians, this study attempts to determine the most approproate manner in which to provide education for the full integration of OPP/OMT in medical practice. The goal of this project is not only to provide data for the curriculum development of one college and OPTI but, through dissemination as osteopathic research, to open a dialogue regarding appropriate methods to teach OPP/OMT.

Jonathan Rohrer, PhD, DMin, Associate Dean, Statewide Campus, Statewide Campus System, MSUCOM
Eric D. Zemper, PhD, FACSM, Medical Education Specialist, Statewide Campus System, MSUCOM

Graduate Medical Education

(P-22) Factors Affecting Osteopathic Residency Choices
This mixed-methods study is a collaboration of three colleges of osteopathic medicine, a state osteopathic association and a community-based teaching hospital, and is specifically designed to identify the factors that influence residency choices and to determine if there are critical points in undergraduate medical education that influence residency selection. The overall goal of the project is to determine trends in residency selection over generations of osteopathic physicians and make recommendations to undergraduate medical education programs to enhance quality educational experiences in primary care to attract, recruit, and retain the best caliber of trainees. Because this research is ongoing, the poster will present results of focus groups and interviews and share survey questions derived from the qualitative phase of the research.

Grace Brannan, PhD, Research Director, OU-HCOM-Centers for Osteopathic Research and Education (CORE)
Ronald Russ, DO, Vice President, Medical Education; Director of Medical Education, OU-HCOM-Summa Western Reserve Hospital

(P-33) Assessment of a Program to Enhance the Educational Quality of Journal Clubs for Residents and Faculty
Journal clubs are an established part of medical residency programs, but residents too often default to presenting a simple synopsis rather than a critical assessment of the research article they are presenting; thus they are not fulfilling the educational intent of a journal club. In addition, program may not systematically think about how the journal club can be used to assess resident competence in the AOA/ ACGME Core Competencies, particularly Practice-Based Learning and Improvement (PBLI).

Eric D. Zemper, PhD, FACSM, Medical Education Specialist, Statewide Campus System, MSUCOM
Jonathan Rohrer, PhD, DMin, Associate Dean, Statewide Campus, Statewide Campus System, MSUCOM

Clinical Competence

(P-19) The Gender, Cultural, Religious, and Social Perspective of Medical Students and Their Experience in Osteopathic Manipulative Medicine (OMM) Training
Focus groups and surveys were utilized to determine perceptions of student OMM training experiences based on gender, cultural, religious, and social backgrounds. Our research found that while most osteopathic medical students have few difficulties with performing OMM techniques, some significant issues were raised that included:

1. Adherence to strict dress code requirements
2. Frequent personal contact with fellow students
3. Lack of cultural awareness among students

Tipsuda Junsanto-Bahri, MD, Assistant Professor of Pathology, TOUROCOM
Aldo Manresa, OMSI, TOUROCOM
Maria Pino, PhD, Assistant Professor of Pharmacology, TOUROCOM

(P-24) Flexible Integration of Osteopathic Principles in the Clinical Clerkship Years and Student Attitudes Toward OPP
This poster tracks attitudes toward osteopathic principles and practice (OPP) among osteopathic medical students across four years of the osteopathic medical school program at ATSU-SOMA. Attitudes toward OPP during the clinical clerkship years are compared with the attitudes of the same class during the first two years of medical school to assess the performance of the current third- and fourth-year OPP program at ATSU-SOMA.

Jonathon R. Kirsch, DO, Associate Professor and Director, Osteopathic Principles and Practice, ATSU-SOMA

(P-25) Joining Forces for Veterans Day
Over a million returning military personnel will be seeking healthcare from civilian providers this year. AACOM has designated the week of Veterans Day, November 11-15, 2013, as a time for the nation's colleges of osteopathic medicine (COMs) to highlight in their curricula topics related to military health issues. The AACOM Joining Forces Advisory Board has asked the COMs to each allocate two hours of training during this week to focus on military health.

Murray R. Berkowitz, DO, MA, MS, MPH, Associate Professor, GA-PCOM
Tyler Cymet, DO, Associate Vice President for Medical Education, AACOM


(P-26) Narrative and Curricular Resources for Osteopathic Medical Students’ First Experiences with Patient Death
One intense and maturing occasion of osteopathic medical students’ education will be their first experience with a patient death during medical school. This poster will review the use of narrative discussion and writing in an implemented and developing curriculum, as well as the medical literature on this topic.

Roy Martin, DMin, MDiv, Assistant Professor and Director of Programs in Ethics and Professionalism, UNTHSC/TCOM
Janice A. Knebl, DO, MBA, Chief of Geriatrics, UNTHSC/TCOM


(P-27) Project Advance: Medical Education Providing Foundations for Physicians of the Future
Our poster will address measurable outcomes of the NYIT College of Osteopathic Medicine’s Health Careers Opportunity Program (HCOP) grant. The HCOP grant was funded through the Health Resources and Services Administration (HRSA), and delivered programming through its pipeline program, Project Advance. The ultimate goal of our HCOP program was to provide access to medical education for educationally, economically, attitudinally, or culturally disadvantaged students interested in health careers. In so doing, we hope to graduate a health care workforce that is more diverse, culturally competent, and better prepared to increase health care access among medically underserved populations.

Lois Small, MS, Project Manager, Educational Grants, NYIT-COM


(P-28) Seismic Disruption in Osteopathic Medical Education: How to Shorten and Improve the Continuum of Osteopathic Medical Education and Do it for Free
This poster will outline a new, free (no tuition or cost for books) disruptive model for osteopathic medical education that spans the entire continuum of osteopathic medical education. Through the use of technology, Pin Point Adaptive Learning Systems and collaborations, the program is seamless, primary care competency-based, geographically flexible and mobile, devoutly interprofessional, focused on the global burden of disease, and free to students.

Philip C. Slocum, DO, Dean of the School of Medicine and Health Sciences, World Education University


(P-29) Training in Emergent Hospital Procedures: Bridging the Gap between the OMS IV and PGY1 Years
This poster describes NSU-COM’s Emergent Hospital Procedures Workshops, conducted since 2009, which aim to prepare incoming residents to perform emergency procedures. The poster presents data demonstrating an increase in procedural knowledge and competence following a structured program of didactics and hand-on training with simulation mannequins.

Nadine B. Chipon Schoepp, DO, Assistant Professor of Family Medicine, NSU-COM
Janet Hamstra, EdD, MS, Director of Pre-Clinical Education/Associate Professor of Internal Medicine, NSU-COM
Victor A. Jaffe, DO, Assistant Professor of Family Medicine and Director of Medical Education at Bethesda Memorial Hospital, NSU-COM


(P-30) Transgender Issues in Patient Care
This poster session will provide definitions and language specific to transgender patients, and will address obstacles to appropriate patient care. A highlight on work of the National Center for Transgender Equality will yield better understanding of the challenges, and action steps will be made available for practitioners who want to engage patients more competently.

Renay Scales, PhD, Director of Faculty Development; Assistant Professor, Family Medicine, UP-KYCOM


(P-31) Utilization of the Nelson-Denny Reading Test as a Predictor of Success in Medical School
The number of residency program positions has failed to keep pace with the increase in matriculants to medical school over the past decade. As a result, medical schools must prepare the student body to achieve maximum success on national standardized board exams to ensure continued student success, organizational success, and success within the profession. We report the relationship between a student’s Nelson-Denny Reading Test (NDRT) results and their academic performance in medical school, including class rank and NBOME COMLEX Level 1 board examinations.

Schoen W. Kruse, PhD, Associate Professor of Pharmacology, Phase Director, RVUCOM
Cheryl P. McCormick, PhD, Professor of Physiology, RVUCOM

 

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