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Click linked presentation titles to download and view. Presentations will be made available as we receive them from the speakers. 

Friday, 8:00 am - 9:30 am

PLENARY SESSION
Harborside A-C, 4th Floor

Today's News: Who's Up, Who's Down and What's Really Going On

Robinson_Eugene-100pxEvery day, Eugene Robinson is on the front lines of national news coverage. He is a Pulitzer Prize-winning columnist for The Washington Post who is syndicated in 145 newspapers across the country, and is a prominent commentator on MSNBC. Read his full bio. With an innate ability to cut through the clutter and provide clarity on today’s events, Mr. Robinson’s insights are free of the usual political jargon so common in Washington, DC. Mr. Robinson takes a step back not only to look at the big picture, but to focus on deeds—not just words.

Mr. Robinson will employ his nationally recognized storytelling abilities to outline the complexities of the health care landscape during his keynote address, titled, “Today’s News: Who’s Up, Who’s Down and What’s Really Going On.” Mr. Robinson draws on his wide-ranging life experience, which took him from childhood in the segregated South to the heights of American journalism, and his old-fashioned instincts and habits of a reporter, to find society’s latest stories and assemble them into the larger narrative of America today. His writing, reporting, and career trajectory cover an expansive list of issues, such as politics, race, crime, and foreign affairs, giving him a unique perspective on a country whose history was founded on uniting diverse people and states.

  • Eugene Robinson, Pulitzer prize-winning columnist, The Washington Post and political analyst, MSNBC

Friday, 9:45 am - 10:45 am

Focus: Fundamentals
DUAL PRESENTATIONS
Grand Ballroom 1-2, 3rd Floor

Post-Bac Premedical Programs: Opportunities to Increase Matriculant Diversity (FA-41A-158) 9:45 am - 10:15 am

US medical schools continue to struggle to recruit incoming classes that are both strong candidates and representative of our richly diverse US population. Comparing percentages of under-represented minority (URM) applicants and matriculants to AACOMAS hint at challenges these students face much earlier in the pipeline. Post-baccalaureate programs allow opportunities for students to renew interest in completing coursework or offering more recent proof of fitness. In this way, these programs offer students and medical schools opportunities to recapture a diverse population of students who would otherwise be ineligible or uncompetitive for application to medical school. For this reason, it is not surprising that post-baccalaureate programs can be an “effective intervention” for increasing the number of under-represented individuals in medical schools. In this session, we will get to know these programs better and discuss what to consider when reviewing these candidates for medical school.

  • Alexandra Tan, PhD, Director, Post-Bac Premedical Program; Director, Post-Bac Health Science Intensive Program, Johns Hopkins University

Evidence Based Changes in a Pipeline Special Master’s Program (FA-41B-187) 10:15 am - 10:45 am

We will describe how tracking the performance of graduates of a special master’s program through their osteopathic medical education can lead to enhancements in the structure and curriculum of the graduate program. This program is designed as a stepping stone for underrepresented and diverse students and collaborates with the medical school to increase the diversity and cultural awareness of their class. Attendees will be able learn how to apply our lessons as they plan to develop their own pipeline program.

  • Colleen Talbot, PhD, Professor of Physiology, Western U/COMP
  • Christina Goode, PhD, Associate Dean of Pre-Professional Programs, GCBS, Western U/COMP

Focus: GME & Single Accreditation
DUAL PRESENTATIONS
Harborside E, 4th Floor

Navigating the Single Accreditation System - Institution and Program Evaluations (FA-12A-42) 9:45 am - 10:15 am

Attendees will learn how to create and implement effective and useful program evaluations that meet the requirements as well as how to engage their GMEC as they fulfill the ACGME oversight requirements for the institution. We will review the basic elements, develop measurable criteria, and learn effective strategies and techniques to implement field tested best practices.

  • Christine Redovan, GME Consultant, Partners in Medical Education, Inc.
  • Victoria Hanlon, GME Consultant, Partners in Medical Education, Inc.

Transition to the SAS: Scholarly Activity, Program Evaluation, and Milestones (FA-12B-156) 10:15 am - 10:45 am

The learning objectives and participant outcomes of this session are to: (1) compare the differences between the AOA vs. ACGME Scholarly Activity Requirements; (2) discuss the importance of the ACGME Milestones; (3) define levels of scholarly activity; (4) provide transparent expectations and achievement levels for the core faculty and residents; (5) determine the core faculty’s responsibilities to serve as a research mentor to support the residents’ research; (6) design the Evidence-based Medicine and Principles of Clinical Research Curriculum to adhere with the ACGME Requirements and Milestones; and (7) determine how the core faculty and residents would be evaluated by the Clinical Competency Committees (CCC) and/or Program Evaluation Committees (PEC). The participants will have a better understanding about the transition to the Single Accreditation System (SAS) and be able to develop a scholarly activity policy and handbooks for faculty and residents in their institutions. The session will be an interactive learning experience with an encouragement to discuss and exchange ideas to strengthen the scholarly activity within each participant's Institution.

  • Suporn Sukpraprut-Braaten, PhD, Assistant Professor of Research and Vice-chairperson of Scholarly Activity & Faculty Development, Unity Health - Member of Mayo Clinic Care Network
  • David Covey, MD, Interim Program Director, Unity Health - White County Medical Center
  • Dewey McAfee, DO, PharmD, Director of Osteopathic Medicine, Unity Health - White County Medical Center

Focus: GME & Single Accreditation
BRIEF PRESENTATIONS
Dover A-C, 4th Floor

Automating Your Self-Study: Navigation for COCA Reviewers Made Easy (FA-43A-102) 9:45 am - 10:05 am

All existing and developing COMs require extensive review and evaluation by the Commission on Osteopathic College Accreditation (COCA) for accreditation purposes. The use of technology to streamline this process is paramount to both self-study writers and reviewers. Based on the analysis of challenges experienced over a three-year review, the method of development, modification, evidence collection, and comprehensive review of Marian University College of Osteopathic Medicine (MU-COM) annual self-study were transitioned from a manual process to an automated platform using Tk20, with great success. In this session, participants will discuss how newly-developed technology was utilized to simplify the self-study submission and review processes at MU-COM and the outcomes of this change.

  • Rachel Bingham, BS, Executive Assistant to the Dean/Accreditation Unit Administrator, MU-COM
  • ​Sherry Jimenez, EdD, Assistant Provost, MU-COM​

A Non-OPTI Osteopathic GME Consortium – Strategies for the SAS (FA-43B-41) 10:05 am - 10:25 am

The presenters will discuss the development of a new "OPTI-like" GME consortium which provides many of the benefits of an OPTI while acting as an ACGME Sponsoring Institution. We will discuss the risks and benefits of such an organization, the rationale for its creation, and the potential long-term ramifications for osteopathic GME.

  • Thomas J. Mohr, DO, Associate Dean for GME, UIWSOM
  • Marsha Sellner, Director of GME, UIWSOM

The Implementation of a Longitudinal Student Assessment Tracking System for Accreditation (FA-43C-142) 10:25 am - 10:45 am

William Carey University of Osteopathic Medicine (WCUCOM) previously partnered with ProgressIQ to build software exclusively for advising students. However, WCUCOM realized the system could, with a few modifications, be used to aid in tracking students for accreditation purposes, through effective stratification and management of at risk students. In our presentation, attendees will (1) understand the educational and administrative desirability of using technology to stratify and manage at risk students; (2) realize the potential increase in effectiveness and efficiency of successfully developing such a system; and (3) realize how such a system can be implemented at your institution.

  • Scott Helf, DO, MSIT, Chief Technology Officer, Assistant Dean, Academic Informatics, Western U/COMP
  • Italo Isubbarao, DO, MBA, Associate Dean, Pre-Clinical Sciences & Associate Professor of Clinical Sciences, WCUCOM
  • Elizabeth Smith-Trigg, MS, Database Manager, WCUCOM

Focus: The New Med-Ed Pedagogy in the Era of Clinical Integration
BRIEF PRESENTATIONS
Grand Ballroom 3-4, 3rd Floor

Preparing Students to Integrate Basic Sciences into the Clinical Clerkship Years (FA-42A-91) 9:45 am - 10:05 am

Our programs began as problem-based learning (PBL) curricula. In this session, we will discuss how we keep our programs flexible and dynamic, to allow students to actively learn the basic foundational sciences in the context of clinical cases. We will present how two different osteopathic medical schools (LECOM and NYIT-COM) use active learning, along with standardized patients and simulation exercises to integrate basic foundational sciences and clinical reasoning skills in the preclinical curriculum. Participants will gain a better understanding of how these modalities can be incorporated into their programs to educate medical students as leaders in integrated health care systems.

  • Naunihal T. Zaveri, MS, PhD, Assistant Professor of Pharmacology, LECOM Bradenton
  • Jordan Keys, DO, Assistant Director of Osteopathic Principles & Practice, LECOM Bradenton
  • Christine M. Hutak, PhD, Academic Coordinator, Doctor Patient Continuum, NYITCOM
  • Swapan K. Nath, PhD, Professor and Chair, Microbiology, ARCOM
  • Donna McMahon, DO, Director, Doctor-Patient Continuum, NYITCOM
  • Todd Nolan, PhD, Assistant Professor of Physiology, LECOM Bradenton

Spotlight on Surface Anatomy Assessment Through Near-Peer Evaluation in Gross Anatomy (FA-42B-183) 10:05 am - 10:25 am

Michigan State University College of Osteopathic Medicine (MSUCOM) encompasses 320+ students across three linked campus sites. Gross Anatomy is the lead-off discipline in which students not only learn from 100+ prosected donors and teaching faculty but from their second-year osteopathic peers. This project shares the unique experiences our first-year COM students have in gross anatomy which provide them with a practical application of human anatomy. This is accomplished through surface palpation, not only during the lab, but also during the lab examination. The theory behind palpatory assessment is to encourage students to feel at ease with fundamental surface anatomy and to do so synchronously with their investigation of cadaveric and bony material during semester one Human Gross Anatomy.

  • Rebecca L. Pratt, PhD, Professor, MSUCOM

Cross-Discipline and Peer-Teaching in Anatomy Labs (FA-42C-123) 10:25 am - 10:45 am

The learners will see the development process for clinical case development and see how to integrate these cases into an anatomical lab scenario. The learner will also be aware of the specifics in introducing these cases to include student group dynamics, general guidelines for cases, assessment tools, and student led teaching in anatomical dissection.

  • Lance E. Paulman, PhD, Chair, Anatomy, VCOM-CC
  • Ronald Januchowski, DO, Associate Dean for Medical Education, VCOM-CC

Friday, 11:30 am - 12:30 pm

Focus: Advocacy & Policy Issues
Grand Ballroom 1-2, 3rd Floor

AACOM Advocacy and Legislative Update (FB-44-244)

Attendees will receive an in-depth overview of AACOM's current legislative initiatives and other public policy priorities, highlighting the importance of membership in maximizing AACOM's advocacy efforts on behalf of the nation’s colleges of osteopathic medicine (COMs) and the broader medical education community. The presentation will also include a congressional update, describing the current political landscape in Washington, DC. 

  • Pamela Murphy, MSW, Senior Vice President of Government Relations, AACOM

Focus:  Aligning Education and Care Delivery
BRIEF PRESENTATIONS
Harborside E, 4th Floor

Should I Study for Your Exam or the Boards? Using Statistics to Get to “Yes” (to Both) (FB-20A-107) 11:30 am - 11:50 am

We use a combination of readily available commercial software, SharePoint, and ExamSoft, to tag all test items at Western University College of Osteopathic Medicine Pacific (Western U/COMP) with a controlled vocabulary, which includes item author, course, and national licensing board (NLB) subject domains. After students take their first NLB exams, we receive individual student performance overall, and for each subject domain. We use statistical analysis to determine the correlation of student NLB performance with historical student performance on exam items of a given course, and by originating faculty member. 

  • Scott Helf, DO, MSIT, Chief Technology Officer, Assistant Dean, Academic Informatics, Western U/COMP
  • Gerald R. Thrush, PhD, Associate Dean of Pre-Clinical Education, Western U/COMP
  • Patricia Camberos, Systems Operational Analyst, Western U/COMP

A Comparison of Student Performance in Inpatient vs. Outpatient Clinical Settings
(FB-20B-20)  11:50 am - 12:10 pm

We will discuss the use of the Comprehensive Osteopathic Medical Achievement Test (COMAT) as an outcome of student learning in varied rotation settings. At Ohio University Heritage College of Osteopathic Medicine (OU-HCOM), COMAT is used as an assessment tool following each required third-year clerkship. Our students have varied clinical experiences that may contain inpatient, outpatient, or a combination of settings. We will discuss the difference in performance on COMAT examinations between learning environments.

  • Olivia Ojano-Sheehan, PhD, Assistant Director of Faculty Development, OU-HCOM
  • Jody M. Gerome, DO, Assistant Dean, Southeast Ohio Clinical Campus, OU-HCOM

Preparing for the Clinical Years: Bringing Interactive Sessions into Second Year
(FB-20C-13)  12:10 pm - 12:30 pm

We discuss how Kansas City University College of Osteopathic Medicine (KCU-COM) has started implementing integrative, interactive, clinical sessions into the second-year curriculum. Preliminary data from our research on student perception of benefit for clinical rotations will be presented for discussion.

  • Jozia McGowan, DO, Assistant Professor of Internal Medicine, Division of Specialty Medicine, KCU-COM
  • Andrea Hanson, BA, Assessment Manager, KCU-COM

Focus: Aligning Education and Care Delivery
BRIEF PRESENTATIONS
Dover A-C, 3rd Floor

Professionalism and Leadership in the Medical Setting: A Program for Students and Residents (FB-46A-81) 11:30 am - 11:50 am

Leadership is a vital part of a successful practicing physician, yet it is a concept that is under-emphasized in all levels of medical education. We present a practitioner-based, student-driven leadership program that has seen tremendous success at two osteopathic medical schools over the last 3 years. In this session, participants will be exposed to our live-session curriculum and will be provided full access to our on-line program to help facilitate creating their own leadership program within their medical school or GME program.

  • Steven J. Halm, DO, Assistant Dean and Chair of Simulation Medicine, CUSOM
  • Brian Mann, MS, PA-C, Director of Simulation Education, CUSOM

Interprofessional Education - Lessons Learned from a 5-year Perspective (FB-46B-159) 11:50 am - 12:10 pm

The results of a five year interprofessional education initiative will be presented. The processes used in the planning and implementation of an integrated interprofessional program involving 10 health and related professions will be discussed. The lessons learned from both successful and unsuccessful integration will be presented. Participants will learn how to identify existing "points of interprofessional education" in the curriculum to build upon current interprofessional opportunities in the classroom, in the community, and online. Qualitative and quantitative research results from the curriculum integration will be presented. The opportunities for collaborative research both at the college/university and community levels will be discussed. The needs for fiscal support and allocated time for successful integrated interprofessional curriculum will be presented. The opportunities for interprofessional education and practice research to improve models of care will be outlined.

  • Cecilia F. Rokusek, EdD, MSc, RDN, Assistant Dean for Research and Innovation and Director Center for IEP, NSU-COM

Transforming Clinical Geriatrics Education with Interprofessional Partnerships
(FB-46C-206) 12:10 pm - 12:30 pm

Participants will learn about a collaborative HRSA-funded Geriatric Workforce Enhancement Program that integrates geriatrics into clinical training environments for interprofessional undergraduate and graduate students, and family medicine residents.

  • Janice A. Knebl, DO, Director, Center for Geriatrics at the Institute for Healthy Aging, UNTHSC/TCOM
  • Lesca Hadley, MD, Geriatrics Fellowship Director, JPS; Assistant Professor, UNTHSC/TCOM
  • Jennifer Jurado Severance, PhD, Assistant Professor and Program Administrative Director, UNTHSC/TCOM

Focus: The New Med-Ed Pedagogy in the Era of Clinical Integration and GME & Single Accreditation
DUAL PRESENTATIONS
Grand Ballroom 3-4, 3rd Floor

Measurable Factors Predicting Outcomes of Licensing Examinations (FB-28A-201) 11:30 am - 12:00 pm

We attempt to identify the predictive factors and study habits that contribute to better performance on COMLEX Level 1 exams. Through this investigation, we attempted to uncover the correlations between particular study habits and successful outcomes for both national board exams, and to use those learned methods for future institutional performance improvements.

  • William R. Blazey, DO, Assistant Dean, Preclinical Education, NYITCOM
  • Filippo Romanelli, MBA, OMS, NYITCOM
  • George Koutsouras, MPH, OMS-III, NYITCOM

Using AACOM’s Data—What You Can Do with the OME Data on the AACOM Website
(FB-28B-241) 12:00 pm - 12:30 pm

Attendees will be shown demonstrations on how to navigate to the AACOM Reports website and how to download various reports. In addition, we will review the types of data that are available on the AACOM Reports website, show various methods to manipulate the data using Excel, and present the interactive Microsoft Power B1 dashboard recently implemented.

  • Erik Guercio, MA, Associate Director of Research, AACOM

Back to Schedule-at-a-Glance

Friday, 2:30 pm - 3:30 pm

Focus: Learning the New Competencies
DUAL PRESENTATIONS
Harborside E, 4th Floor

Exploring Social Presence in Medical Education (FC-6A-146) 2:30 pm - 3:00 pm

We will present findings from this mixed method study exploring social presence in medical education. We will report recommendations that promote social connectedness and emphasize active learning.

  • Elizabeth A. Beverly, PhD, Assistant Professor, OU-HCOM
  • Larry Hurtubise, MA, Associate Director of the Center for Faculty Development at Nationwide Children's Hospital and OU-HCOM
  • Machelle Linsenmeyer, EdD, Associate Dean for Assessment and Educational Development, WVSOM
  • Mary Kay Smith, PhD, Director of the Learning and Assessment Center, MSUCOM

Engaging the OME Community Through Online Strategies, Best Practices (FC-6B-168) 3:00 pm - 3:30 pm

We will empower attendees to optimize their use of social media/digital platforms in ways that engage online communities. By providing them with resources, downloadable materials, and best practice – supported by real-world “do’s and don’ts” examples of what works vs. what doesn’t - participants will gain a better understanding of how to successfully integrate their social/web presence. Attendees will be armed with strategies to engage online stakeholders in ways that save valuable time/resources. Facilitators will answer questions while providing a downloadable kit -- complete with customizable messages, case study examples - to help participants connect the dots between social media/online platforms so their messages resonate with target audiences.

  • Paul DeMiglio, Senior Media Specialist, AACOM
  • Lindsey Jurd, MPS, Senior Editor, AACOM 

Focus: Learning the New Competencies
BRIEF PRESENTATIONS
Grand Ballroom 1-2, 3rd Floor

Being Well to Do Well: A Collaborative Wellness Curriculum for Medical Students and Residents (FC-47A-132) 2:30 pm - 2:50 pm

Participants will learn how the University of North Texas Health Science Center (UNTHSC), Texas College of Osteopathic Medicine (TCOM), and the residency program at Weatherford Regional Medical Center have teamed up to create a joint wellness curriculum that fosters collaboration and maximizes opportunities for support and solution building among students and residents. By providing effective and efficient support services, wellness curriculum, and programming can help facilitate both individual wellbeing and collaborative care, reducing risk factors commonly associated with burnout. Participants will be able to brainstorm how a cohesive and comprehensive wellness curriculum could be integrated within their respective campus communities through the exploration of collaborative opportunities and needed resources.

  • Emily Mire, PhD, Director, Wellness Services, UNTHSC/TCOM
  • Cindy McGuire, Coordinator, Academic Programs, UNTHSC/TCOM
  • Rynn D. Ziller, EdD, Executive Director, Advising, UNTHSC/TCOM

Burnout or Abuse? Challenging Our Perspective in Medical Education (FC-47B-45) 2:50 pm - 3:10 pm

We will discuss the prevalence and impact of burnout in medical students and residents. We will go beyond recognition of the symptoms of burnout, and delve into the role that our current medical education system may play in promoting the burnout of its trainees. Finally, we will explore possible adjustments to our current medical education paradigm that wouldhelp to promote and protect the resilience of our trainees.

  • Tami Hendriksz, DO, Assistant Dean of Clinical Integration, TUCOM-CA

Diversity in Medicine; The Public Health Imperative (FC-47C-117) 3:10 pm - 3:30 pm

This session presents a unified theoretical framework that combines the social-ecological model, the allostatic health model, and the lifecourse approach, for conducting systematic analyses on race-ethnic health issues towards fostering a diverse health workforce. The framework allows a comprehensive graphical and theoretical representation of social determinants of health, health disparities, health needs and risks, and health services. It also provides a priority-setting focus to inform programmatic decisions towards increasing the ethnic diversity of health professions, starting with the admissions process and supported by a diversity curriculum. Diversity in medical education must be offered to all medical professionals, not only to racial-ethnic minorities, throughout graduation and practice, if health disparities are to be redressed. Worked examples of the framework are presented for Hispanics and African Americans in the U.S., supported by recent theoretical developments.

  • Hector Eduardo Velasco, MD, PhD, Associate Dean for Clinical Education, TUCOM-CA

Focus: The New Med-Ed Pedagogy in the Era of Clinical Integration
BRIEF PRESENTATIONS
Grand Ballroom 3-4, 3rd Floor

An Interdisciplinary Model of an Elective Medical Rotation in an Acute Care Setting
(FC-48A-9) 2:30 pm - 2:50 pm

This session will provide details about the development of a rotation at a 390 bed tertiary care teaching hospital in West Virginia. This model is adaptive for osteopathic medical students to participate in a "real time" encounter with patients as physicians, mental health counselors, nurses, and pharmacists round together to address the physical, mental, social, and spiritual aspects of holistic care. Presenters will explain the administrative, organizational, and clinical design of this program that culminates in referrals and consults for students in health care professions to participate in patient care at appropriate levels of training.

  • Gary Patton, PhD, Assistant Dean: Admissions, Student Services, LUCOM

Strengthening Student Research and Practice Via International Collaborations
(FC-48B-198) 2:50 pm - 3:10 pm

Participants will have an opportunity to discuss the evolving nature of international osteopathic education from the perspective of new and expanded affiliations with programs in Asia, Central Europe, India, the Caribbean, and South America. The paradigm for international outreach and education has changed over the past 10 years and includes new opportunities for both practice and research. As osteopathic medicine spreads globally, it is important for educational institutions to expand international education in all areas, not only in underserved regions. Osteopathic students in the academic pipeline need to become of aware of health issues, including policy and research, throughout the world. There are significant opportunities for students to conduct international collaborative research in areas of medicine most notably geriatrics, interprofessional practice, genetics, biomedical informatics, reimbursement models, and coordinated care delivery systems. Schools of osteopathic medicine can also expand their network by inviting students and faculty from other countries to conduct collaborative research at their institutions.

  • Anthony Silvagni, DO, PharmD, Director International Interprofessional Medicine, NSU-COM
  • Cecilia F. Rokusek, EdD, MSc, RDN, Assistant Dean for Research and Innovation, NSU-COM

The OSCE+ Model: A Multi-Station Rounding Exercise for Pre-Clinical Medical Students (FC-48C-64) 3:10 pm - 3:30 pm

The "OSCE+" concept was devised by Campbell University School of Osteopathic Medicine (CUSOM) to give our pre-clinical students a patient rounding experience that mimics the typical rounding experience they will encounter with an attending physician as a student or resident. We provided direct verbal feedback to each participant from their attending physician at the end of the exercise, as well as Press Ganey style feedback provided by our standardized patients.

  • Brian Mann, MS, PA-C, Director of Simulation Education, CUSOM
  • Steven J. Halm, DO, Assistant Dean and Chair of Simulation Medicine, CUSOM

Focus: Advocacy and Policy Issues
Dover A-C, 3rd floor

Physician Leadership: A Journey From the Bedside to the Board Room

Dr Creagh Milford will discuss his journey as an internal medicine physician to a health system administrator with a focus on health policy and population health management. He will touch on valuable lessons in leadership, including leadership skills required to make the transition from clinical practice to administration and/or health policy. He will describe his experiences with AACOM, the AOA, and his Fellowship in the National Academies of Medicine.

  • Creagh E. Milford, DO, MPH, CEO, FullWell

Back to Schedule-at-a-Glance

Friday, 3:45 pm - 4:45 pm

Focus: Faculty/Professional Development
BRIEF PRESENTATIONS
Grand Ballroom 3-4, 3rd Floor

Faculty Portfolios: Alignment of Requirements to Facilitate Advancement (FD-52A-129) 3:45 pm - 4:05 pm

Academic promotion and tenure are often shrouded in mystery. Transparency of criteria can alleviate confusion, but promotion remains a difficult process often delayed due to lack of attention. Busy faculty don’t always maintain good records of their achievements, making assembly of a promotion dossier even more intimidating. In this session, we will describe a model based on alignment of promotion criteria with documentation formats and annual performance reviews, to ensure that progress in academic rank is considered every year, and documentation is maintained in a format conducive to review against criteria. Discussion will address how this structure can facilitate faculty advancement.

  • Victoria Kaprielian, MD, Associate Dean for Faculty Development and Medical Education, CUSOM

Faculty Development During a Time of Expansion (FD-52B-69) 4:05 pm - 4:25 pm

The presenters will describe the creation of a faculty development program at Kansas City University College of Osteopathic Medicine (KCU-COM) that serves faculty in multiple programs at multiple campuses. The presentation will describe the use of adult learning theory throughout the faculty development program.

  • Schoen W. Kruse, PhD, Assistant Dean, KCU-COM

Educational Council on Osteopathic Principles (ECOP) (FD-52C-205) 4:25 pm - 4:45 pm

ECOP will present the updated version of the Glossary of Terminology.

  • ECOP terminology staff

Focus: Learning the New Competencies
DUAL PRESENTATIONS
Dover A-C, 4th Floor

Applying Behavior Intervention and Case Management Models to Support Medical Students (FD-19A-87) 3:45 pm - 4:15 pm

Research indicates that as medical students navigate the curriculum and attempt to acclimate to the high-stress, high-stakes environment of medical school, the demands and expectations of medical school may initiate or exacerbate certain mental health conditions. The University of North Texas Health Science Center (UNTHSC) has responded to this need for early intervention and targeted support services by creating an innovative and collaborative team that fosters support and solution building in the midst of a rigorous curriculum. In this session, participants will gain an understanding of how behavior intervention and case management models can be utilized to support medical students and how UNTHSC has implemented this model into the campus wellness programming. This session will also facilitate a discussion on the role and impact of behavior intervention teams on medical student wellness.

  • Emily Mire, PhD, Director, Wellness Services, UNTHSC/TCOM

Who are Students of Medicine? (FD-19B-176) 4:15 pm - 4:45 pm

Over the last 12 months the Council of Osteopathic Student Government Presidents (COSGP) has worked to show that, although cultural, religious, ethnic, gender and political diversity exists in the osteopathic medical student population, we are all students of medicine. We strive to empower our fellow students to share the stories of their own struggles with life, mental illness, and medical school through the efforts of the MHATF.  The Women in Leadership project helps open our eyes to the negative and positive attitudes towards women in leadership roles as well as highlighting the importance of having women as leaders and mentors. Through the Students of Medicine campaign, we hope to empower countless medical students by sharing stories of struggle, triumph, laughter, tears, encouragement, and joy that can help unite us on our journeys.

  • Caleb B. Hentges, BS, OMS-III, COSGP Executive Board, AZCOM/MWU

Focus: Osteopathic Medical Education Research & Leadership
BRIEF PRESENTATIONS
Grand Ballroom 1-2, 3rd Floor

Self-Efficacy in Medical Students and Residents (FD-50A-18) 3:45 pm - 4:05 pm

The presenter will share the results of a survey intended to measure the self-efficacy of medical students. We compared the Rural & Urban Scholars Pathways (RUSP) students in aggregate to the larger student body at the Ohio University Heritage College of Osteopathic Medicine (OU-HCOM). We calculated a composite self-efficacy score for each student. Analysis suggests differences between RUSP and non-RUSP students in levels of overall self-efficacy.

  • Sharon L. Casapulla, EdD, Director, Education and Research, Office of Rural and Underserved Programs, OU-HCOM

Regarding Self Regard: Pilot Study Shows Key EQ Trait Declines During DO Training (FD-50B-93) 4:05 pm - 4:25 pm

We will discuss how burnout is now recognized as a growing problem in health care, and how emotional intelligence (EI) has been found to be associated with both physician burnout and resilience. In an initial analysis of longitudinal data via a large-scale study at the College of Osteopathic Medicine of the Pacific (Western U/COMP) funded by the AOA, it was revealed that all EI components decline during DO training. Furthermore, Self-Regard was specifically identified as the trait that declines the most, followed by Empathy and Social Responsibility. While further research is needed, this important preliminary finding can allow for new perspectives, understanding, and interventions concerning the mechanisms involved in the tendencies towards burnout and the development of physician resilience.

  • Gail L. Singer-Chang, PsyD, MS, MA, PPS, Sr. Executive Director, Office of Multi-Disciplinary Collaboration; Chair, Department of Social Medicine, Western U/COMP
  • Scott Helf, DO, MSIT, Chief Technology Officer, Assistant Dean, Academic Informatics, Western U/COMP

Developing Emotional Intelligence Through Theory-Based Targeted Curriculum Design (FD-50C-212) 4:25 pm - 4:45 pm

Attendees will be presented with a model from which to approach the teaching of emotional intelligence to undergraduate medical students and data to support its need. The conceptualization of emotional intelligence will be discussed as a brain-based developmental process which can be improved through targeted educational experiences. The utilization of teaching strategies based on psychological foundations will be illustrated in the design of a curriculum. Data will be presented to demonstrate how emotional intelligence is defined and measured, and how this in turn can inform curricular development.

  • Susan F. Franks, PhD, Associate Professor, UNTHSC/TCOM
  • David W. Farmer, PhD, Assistant Professor, UNTHSC/TCOM
  • Didi Ebert, DO, Assistant Professor, UNTHSC/TCOM