Click

Concurrent Sessions - Thursday, April 27

Thursday, 8:00 am - 9:30 am 

PLENARY SESSION
Harborside A-C, 4th Floor

From Bedside to Milestones: Successes and Stumbles While Building an Assessment System

Don’t value what you measure, measure what you value. In the journey toward milestones and entrustable activities, traditional assessment methods will be irrelevant in the new world of active learning.

Designed for educators throughout the medical education continuum, this plenary session will focus on milestones and entrustable professional activities (EPAs) in the assessment of learning and competency. Experts from the front lines will share their successes and challenges with using new assessment models. 

  • Matthew E. Kelleher, MDAssistant Professor of Internal Medicine and Pediatrics, University of Cincinnati Medical Center/Cincinnati Children’s Hospital Medical Center
  • Benjamin R. Kinnear, MDAssistant Professor of Internal Medicine – Pediatrics Hospital Medicine, Cincinnati Children’s Hospital Medical Center/University of Cincinnati Medical Center 

Thursday, 9:45 am - 10:45 am 

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

Medical Students Acquire Management Skills by Operating a Free Clinic (TA-25A-154)

We will review the overall organizational structure and functioning of our student-run free clinic. This structure allows for the students to rotate their roles to experience different aspects of practice management. These consist of: supervision of the overall function of the clinic, patient advocacy, community outreach, electronic medical records, continuity of care, finance, and human resources.

  • Sonia Rivera-Martinez, DO, Assistant Professor, NYITCOM

A Resident and Fellow Performance Based Compensation System (TA-25B-49)

The participants will learn how to create a performance based compensation system that aligns resident performance to program and institutional goals and education requirements. The methodology employed will describe the use of a base salary and a goal based performance compensation supplement.

  • Arthur Rubin, DO, Regional Assistant Dean, WVSOM
  • Sharon A. Hall, MSM, Designated Institutional Official, Charleston Area Medical Center

Focus: GME & Single Accreditation
SINGLE PRESENTATION
Grand Ballroom 3-4, 3rd Floor

Facilitating Institutional Oversight and Program Improvement (TA-22-58)

This activity focused presentation will engage the audience with learning the ACGME requirements on program and institutional review and improvement. As programs and sponsoring institutions analyze resident performance, faculty development, graduate performance, and program quality, one structure with common processes and policies will help to identify ongoing improvement needs for the institution. Presenters will engage the audience in adopting a best practice for their institution to determine areas for improvement, areas of strength, and summarizing the resident and faculty assessment of the programs. The audience will learn how to prepare the Annual Institutional Review (AIR) to document initiatives to improve performance in the areas of deficiency identified during an annual program reviews and what role the Program Evaluation Committee (PEC) plays in institutional development.

  • Kerrie Jordan, MS, C-TAGME, DIO/Administrative Director, GME, KCU-COM
  • John J. Dougherty, DO, Dean, TUNCOM

Focus: Osteopathic Medical Education Research & Leadership
SINGLE PRESENTATION
Kent A-C, 4th Floor

Evaluating Interprofessionalism: Development and Use of an Interprofessional Measure (TA-21-184)

This interactive hands-on session, targeting all health professional, will be presented by members of the Interprofessional Professionalism Collaborative (IPC). This session will allow attendees to engage in assessing interprofessional professionalism (IPP) behaviors using the IPA and to discuss the application of these behaviors in a practice case vignette situation. This session will demonstrate how the IPA may be used in team-based health professions settings to assess the IPP behaviors necessary for interprofessional practice.

  • Luke H. Mortensen, PhD, VP for Medical Education, AACOM
  • Jennifer Adams, PharmD, EdD, Senior Student Affairs Advisor, American Association of Colleges of Pharmacy (AACP)
  • John Tegzes, VMD, Director of Interprofessional Practice & Education, Western U/COMP
  • Jody Frost, PT, DPT, PhD, Education Consultant, American Physical Therapy Association (APTA)
  • Colette Scott, MEd, Outreach and Business Development Director, NBOME

Focus: The New Med-Ed Pedagogy in the Era of Clinical Integration
DUAL PRESENTATIONS
Grand Ballroom 1-2, 3rd Floor

Preparing Students to Become Residents with the Use of Online Collaborative Learning (TA-16A-89)

Online Collaborative Learning (OCL) provides great opportunity to engage leaners at remote clinical training sites: learners participate in a variety of eLearning activities such as menu-driven simulations, online content review, discussion boards, interactive blogs, wikis, self-reflection, and group activities. These online experiences enhance their face-to-face learning with real patients. In this presentation, we (1) describe online collaborative learning and learning technologies, (2) briefly describe the three blended learning programs we have developed, and (3) share experiences with promoting self-directed learning among students as they prepare for residency training. At the completion of this session, participants will identify learning technologies used for OCL, explain the benefits of OCL for students during their clinical rotations, and explain how OCL promotes self-directed learning.

  • Erik Langenau, DO, MS, Chief Academic Technology Officer, PCOM
  • Robert Lee, DO, MS, Online Clinical Preceptor, PCOM

Building Partnerships through the Lens of Medical Education (TA-16B-182)

Health professions education at all levels is challenged to keep pace and meet the increasing population health care needs while facing reductions in educational operations budgets. It can be a struggle to balance education and address changing accreditation requirements. Presenters will discuss a shift in systems thinking and organizational empowerment in industry-academia partnerships to include education/educational outcomes research. Three years ago, during the 2014 AACOM national meeting, the idea for Eli Lilly Pharmaceutical Company and Academic Medicine partnership began. This collaboration resulted in an Online Learning Course “Making Medicines: The Process of Drug Development”. This eLearning course is currently used by undergraduate/graduate medical education programs, pharmacy, graduate PhD programs, and translational sciences programs to provide education that supports accreditation standards. Presenters will provide updates of process, tool development, and present an approach to help increase industry academia partnerships to encourage innovative approaches to support the future of medical education and accreditation.

  • Elizabeth K. McClain, PhD, Associate Dean Academic Affairs, WCUCOM

Focus: The New Med-Ed Pedagogy in the Era of Clinical Integration
DUAL PRESENTATIONS
Harborside D, 4th Floor

Integrated Curriculum Design: Making Water from a Fire Hydrant Palatable (TA-23A-194)

Presenters will describe development, application, and preliminary outcomes of a competency-based integrated curriculum design that utilizes popular ideas in medical education including Miller’s pyramid of competence, dual processing theory, cognitive load theory, social constructivism theory, Dee Fink taxonomy of significant learning, and AACOM Competencies and Entrustable Professional Activities. Participants will see application in the context of pre-clinical undergraduate medical education at University of North Texas Health Science Center—Texas College of Osteopathic Medicine (UNTHSC/TCOM); however, the concepts apply to training at any level, and presenters will facilitate transfer to other educational settings.

  • Didi Ebert, DO, Assistant Professor, UNTHSC/TCOM
  • Saira Dar, MD, Assistant Professor, UNTHSC/TCOM
  • Frank Filipetto, DO, Associate Dean of Academic Affairs, UNTHSC/TCOM

Practical Tech: How to Integrate Curriculum Maps with Student Performance Data Outcomes (TA-23B-141)

Three entities put their collective efforts together to create what many consider a “holy grail” of education: to practically integrate a detailed map with individual and aggregate learner outcomes performance data. Our objectives are for participants to (1) realize how such a technical approach benefits students, educators, and curriculum committees, (2) appreciate the technical complexity of such an approach, and (3) discover a practical technical solution to elegantly link curriculum maps to student outcome performance metrics.

  • Scott Helf, DO, MSIT, Chief Technology Officer, Assistant Dean, Academic Informatics, Western U/COMP
  • Maria Danzie, BS, Director of Assessment and Curriculum Delivery, ACOM
  • Alejandra Zertuche, MBA, Senior Analyst of Academic Assessment, University of the Incarnate Word, School of Pharmacy

Back to Schedule at a Glance

Thursday, 11:30 am - 12:30 pm

Focus: Aligning Education and Care Delivery
DUAL PRESENTATIONS
Kent A-C, 4th Floor

Clinical Interprofessional Education and Practice for Osteopathic Medical Students (TB-26A-116)

Developing and implementing interprofessional education (IPE) such that all osteopathic medical students have access to interprofessional learning experiences in clinical settings is a major challenge. For five years the University of New England College of Osteopathic Medicine (UNECOM) has been developing and implementing IPE in clinical settings. Based on experiences with several pilots, UNE has now developed a systems approach and has scaled up its clinical IPE offerings so that all UNECOM students have access to clinical IPE rotations, clerkships, and learning experiences during their pre-clinical years. UNE will share lessons learned as well as agonies in some defeats and thrills in victories. Participants will be able to identify strategies and resources for developing, implementing, and scaling up IPE in multiple clinical settings.

  • Dora Anne Mills, MD, MPH, Vice President for Clinical Affairs and Director of Health Innovations, UNECOM

Interprofessional Education: Growing from Lessons Learned (TB-26B-127)

Attendees will explore the challenges and opportunities of implementing interprofessional education (IPE) programs. We report on our IPE program which involves students from osteopathic, pharmacy, and physician assistant programs, and involves students in two different states. We describe how students from these professional programs work together to discuss and investigate approaches to solving health care-related issues as an inter-professional, collaborative team. We discuss how the current program has evolved over 4 years by making adjustments to the process based on careful review of the challenges and opportunities we faced.

  • Bonnie Buxton, PhD, Associate Dean for Osteopathic Curriculum, GA-PCOM
  • Jennifer Elliott, PharmD, Assistant Professor, GA-PCOM

Focus: Aligning Education and Care Delivery
DUAL PRESENTATIONS
Harborside D, 4th Floor

Building an Interprofessional Education (IPE) Curriculum (TB-27A-134)

The Commission on Osteopathic College Accreditation (COCA) requires a College of Osteopathic Medicine (COM) to prepare students for working in teams with professionals from other disciplines. Interprofessional collaboration is also the 9th core Entrustable Professional Activity (EPA) for undergraduate medical education. In this presentation, we (1) review both the competencies of interprofessional education (IPE) and interprofessional collaborative practice as specified by the Interprofessional Education Collaborative (IPEC) and COCA, (2) describe a rich educational experience developed at Philadelphia College of Osteopathic Medicine (PCOM) as a collaboration between the DO and graduate programs (including psychology, organizational development and leadership, and physician assistant studies) curriculum committees. At the completion of this session, participants will be able to understand the concepts of interprofessional education and interprofessional collaborative practice pertaining to osteopathic undergraduate medical education, and implement strategies for building or improving upon their existing IPE initiatives.

  • Michael A Becker, DO, MS, FACOFP, Professor and Vice Chair - Department of Family Medicine, PCOM
  • Jeffrey Branch, EdD, Program Director of the PCOM Graduate ODL Program, PCOM
  • Stephanie Felgoise, PhD, Professor and Vice Chair - Department of Psychology, PCOM
  • Christine Mount, MS, PA-C, Associate Professor, Physician Assistant Program, PCOM
  • Asheley Poole, Licensed Professional Counselor, PCOM

Top 10 Creative Activities to Teach Principles of Interprofessional Collaboration
(TB-27B-98)

Participants will learn a variety of activities that can be used to help reinforce the importance of interprofessional collaboration. These are creative and enjoyable activities that help reinforce the two most important aspects of interprofessional collaboration: communication and teamwork. Participants will also learn how to structure an interprofessional collaboration workshop for a variety of allied health science participants. They will also participate in a variety of these collaborative activities.

  • Jaishree P. Patel, PharmD, Assistant Professor of Pharmacology, ACOM

Focus: Osteopathic Medical Education Research & Leadership
DUAL PRESENTATIONS
Grand Ballroom 3-4, 3rd Floor

Defining and Integrating OPP throughout Osteopathic Medical Education (TB-14A-149)

Integrating osteopathic principles and practice (OPP) throughout osteopathic medical education (OME) is challenging when many student educators do not understand osteopathic principles. This presentation will provide the learner a deeper understanding of osteopathic principles by using easy to understand examples of the application of osteopathic principles within modern interdisciplinary clinical practice. This presentation will also identify barriers to integrating osteopathic concepts throughout the osteopathic pre-doctoral and post-doctoral curriculum and discuss simple methods of integrating these concepts that will improve faculty mentorship to facilitate osteopathic medical students mastering the OPP competencies.

  • Karen T. Snider, DO, Professor and Assistant Dean OPP Integration, ATSU-KCOM

The Physiologic Basis of Osteopathic Treatment Modalities (TB-14B-170)

This session is a brief didactic and question/answer session for physicians less acquainted with the physiologic basis of osteopathic approaches and treatment for internal medicine clinical entities. The session will review principles of physiology, autonomics, circulation and microcirculation, lymphatics, and pressure/pump mechanisms as the rational basis for treatment modalities, illustrating how these modalities actually affect change and allow homeostasis to be re-established in various clinical entities. The session will build on the baseline knowledge of a trained physician and provide the opportunity to ask the common questions of how these gentle modalities actually result in physiologic changes. Finally, achieving better understanding between professions will result in better educational opportunities for our students in the changing face of medical education.

  • Victoria A. Troncoso, DO, Assistant Professor; Chair OPP Department; Chair Curriculum, ATSU-SOMA

Focus: Osteopathic Medical Education Research & Leadership
DUAL PRESENTATIONS
Harborside E, 4th Floor

Comparing and Benchmarking Curriculum Using the Curriculum Inventory (TB-45A-172)

Developing, maintaining, and improving curricula is a complex process and requires comparative data to make informed decisions. Curriculum leaders can conduct literature reviews, surveys, and peer inquiries to find comparative data, but a new resource is available to help. The Curriculum Inventory (CI) is a repository for curriculum data that offers US and Canadian medical school leaders resources for curriculum planning, renewal, and management, as well as for educational research and legislative and media queries. The CI is designed to work with medical school curriculum management systems to alleviate the need for duplicate data entry. Schools use their curriculum management system for reporting on local content and pedagogy, and use CI benchmarking to monitor school data against aggregate data, highlighting potential areas of concern, and offering possible solutions from MedEdPORTAL and other sources. In addition, curriculum content searches include links to major journal searches on the same Focus area. This session will use small groups to document what types of reports and other resources would be most useful to schools in their curriculum efforts.

  • Leslie Wimsatt, PhD, Associate Dean for Academic Assessment, Quality and Development, DMU-COM
  • Kim Moscatello, PhD, Director of Curriculum and Student Achievement, LECOM
  • Terri Cameron, MA, Director of Curricular Programs, Association of American Medical Colleges

The Curriculum Inventory – A Tool for Data-Driven Decisions (TB-45B-147)

Benchmarking charts and resources for medical school curriculum committees will be presented and discussed, focusing on what additional benchmarking resources would be useful and how existing charts might be enhanced to provide additional functionality. The highlighted charts are from the Curriculum Inventory (CI), a curriculum database that offers resources to curriculum leaders for curriculum planning, revision, management, and administration. The CI was created using a vision developed with focus groups of medical school leaders who provided insights into tools necessary to stimulate informed curriculum committee discussions about curriculum content/pedagogy; conduct curriculum continuous quality improvement; and provide leadership in promoting new concepts and content. AAMC used these ideas to create a resource that collects curriculum data and provides benchmarking tools for educational leadership and medical education research and legislator and media inquiries. CI tools include links to related resources such as MedEdPORTAL, Academic Medicine articles, and other publications.

  • Terri Cameron, MA, Director, Curriculum Programs, Association of American Medical Colleges

Focus: The New Med-Ed Pedagogy in the Era of Clinical Integration
BRIEF PRESENTATIONS
Grand Ballroom 1-2, 3rd Floor

Specialty Honors Tracks' Relationship to Match Choice (TB-4A-37)

In this session, the audience member will understand the relationship between the choice a 2nd year medical student makes regarding a Specialty Honors Track for their 3rd year curriculum and how that track selection relates to their ultimate specialty of choice at match time.

  • John W. Graneto, DO, MEd, Associate Dean, Clinical Education and GME, KCU-COM

Instructional Design Using Learning Science Improves Outcomes in Anatomy
(TB-4B-120)

In this session, the audience will understand that using different learning styles is advantageous in a medical school curriculum. Curriculum reform has continued for decades trying to create the perfect medical school curriculum to produce competent physicians. Educating the educators of our university with requisite knowledge to effectively deliver educational materials to adult learners based on current best practices pushes a curriculum to be more student centered. Our study shows that when active learning was utilized in the anatomy lab and for anatomy lecture, students scored higher on their examinations.

  • Nicolina Smith, OMS, KCU-COM
  • Joseph Granite, OMS, KCU-COM

RowanSOM’s Innovative Approach to Educating the Public About Osteopathic Medicine (TB-4C-19)

Potential medical students, members of the health care community, and the public are ill equipped to learn about osteopathic medicine and the implication of osteopathic manipulative medicine (OMM). RowanSOM, Rowan Global, and a group of very dedicated students created an online course to present osteopathic medicine, as well as try to challenge the student to think about how health care is delivered. There have been over 1500 enrollees with passionate and thought provoking discussion about osteopathic medicine and its role in health care. This course represents a small look into the pervasive potential of a MOOC and osteopathic medicine.

  • Nishant Parikh, MBS, OMS, RowanSOM
  • Joshua S. Coren, DO, MBA, FACOFP, Chair, Department of Family Medicine, RowanSOM

Back to Schedule at a Glance

Thursday, 2:15 pm - 3:15 pm

Focus: Aligning Education and Care Delivery
DUAL PRESENTATIONS
Harborside D, 4th Floor

Accelerating an Institutional Culture of Interprofessional Education and Practice
(TC-34A-119)

An organizational change model for accelerating an institutional culture of interprofessional education (IPE) and practice will be discussed. Factors to determine organizational readiness for interprofessional education and practice will be defined. This session will be applicable to those programs just beginning IPE as well as to those programs wanting to continue their IPE progress.

  • David W. Farmer, PhD, LPC, LMFT, Director, Department of Interprofessional Education and Practice, UNTHSC/TCOM

Improving Patient Care Using an Interprofessional Team Approach (TC-32B-203)

In recent years, there has been an increased emphasis on the importance of patient safety and a focus on continuing medical education and practice improvement for osteopathic physicians. In response, the University of North Texas Health Science Center (UNTHSC) and the National Board of Osteopathic Medical Examiners (NBOME) have collaborated in developing a series of web-based interactive courses geared to the improvement of interprofessional health care for geriatric patients. The modules, Falls Risk Education and Elder Mistreatment, use formative assessment and incorporate educational activities such as video clips of on-camera content experts who included physicians, physical therapists, nutritionists, and other health professionals. Preliminary results are very encouraging, with significant knowledge improvement indicated from pre- to post-test as well as positive evaluations from participating physicians, pointing to the effectiveness of this learning format.

  • Sandra Marquez-Hall, PhD, Program Director / Assistant Professor, Reynolds IP Geriatric Education & Training in Texas, UNTHSC/TCOM
  • Dorothy T. Horber, PhD, Director, Continuous Professional Development, NBOME

Focus: GME & Single Accreditation
DUAL PRESENTATIONS
Grand Ballroom 1-2, 3rd Floor

Integrating OPP Competencies, Milestones, and Scholarly Activity into Residency Programs (TC-32A-213)

With the current transition of osteopathic residency programs to accreditation by the American Council on Gradual Medical Education (ACGME), ACGME has developed a special certification for ACGME accredited residencies known as Osteopathic Recognition (OR). This presentation will detail Osteopathic Principles and Practice (OPP) competencies and resident milestones to be obtained within osteopathically-recognized residency programs and discuss methods for training residents in these competencies that will facilitate mastery. Additionally, this presentation will discuss how to integrate OPP into resident and faculty scholarly activity.

  • Karen T. Snider, DO, FAAO, Professor, Assistant Dean for OPP Integration, ATSU-KCOM

Assessment of Changes and Barriers in Practice of OMT Throughout Clinical Training (TC-32B-191)

The learning objectives and participant outcomes of this session are to: (1) determine how and why the perspective toward the osteopathic manipulative treatment (OMT) changes as training progresses among the third- and fourth-year medical students and residents; (2) identify barriers that prevent the medical students and residents to practice OMT in clinical setting; and (3) determine the best ways to increase the OMT utilization and improve osteopathic education in clinical training. Unity Health's Osteopathic Residency Program conducted a survey among third- and fourth-year medical students, residents, and osteopathic physicians. Our preliminary result reveals that residents used OMT once per week on average and soft tissue is the most commonly used technique on lumbar and cervical regions of the spine. The barriers for the residents to use OMT are: (1) OMT is time consuming; (2) lack of OMT practice after the first two years of medical school; and (3) limited number of osteopathic physicians in a rural community hospital. It is important for osteopathic medical schools and residency programs to provide a curriculum that help to maintain their osteopathic knowledge and OMT skills.

  • David S. Krapf, DO, Family Medicine Resident, Unity Health - Member of Mayo Clinic Care Network

Focus: Learning the New Competencies
DUAL PRESENTATIONS
Grand Ballroom 3-4, 3rd Floor

Depression and Barriers to Resource Utilization Among Medical Students (TC-33A-86)

Perceived attitudes and beliefs of depression and the barriers to resource utilization among medical students identifying with symptoms consistent with depression will be explored. Medical school is a high-stress, high-stakes environment that has the potential to impact the health, safety, and welfare of both students and future patients. Additionally, literature identifies a large discrepancy between students experiencing symptoms consistent with depression and students receiving assistance for depression, although little explanation is provided for this difference. The purpose of this study was to utilize interviews to gain a better and deeper understanding of these experiences and propose recommendations designed to influence help-seeking and overall wellbeing at individual and systemic levels.

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

Mindfulness Based Stress Reduction (MSBR) for Health Professional Students
(TC-33B-163)

We will review the mental health issues facing many students and how incorporating Koru, a student centered MSBR class, has significantly improved sleep patterns, reduced perceived stress, and increased self-compassion and gratitude, all of which contribute to increased wellbeing. Participants will receive an overview of Koru sessions and have an opportunity to participate in sample exercises. Participants will also learn strategies for incorporating Koru classes as part of a wellness program.

  • Jutta A. Guadagnoli, PhD, Assistant Dean for Clinical Curriculum, TUNCOM

Focus: The New Med-Ed Pedagogy in the Era of Clinical Integration
SINGLE PRESENTATION
Kent A-C, 4th Floor

Addressing Health Disparities in Osteopathic Medical Education (TC-31-36)

Methods will be demonstrated that are employed in teaching health disparities across the A.T. Still University School of Osteopathic Medicine Arizona (ATSU-SOMA) curriculum, which is aligned with the COM's mission of training medical students to provide care to people in underserved communities throughout the United States in partnership with the National Association of Community Health Centers. Potential benefits of incorporating this teaching will be highlighted, which may include influencing faculty and student attitudes towards social determinants of health and health disparities, including people experiencing homelessness. This workshop will empower attendees to consider how they can incorporate the teaching of social determinants of health and health disparities into their home institution curricula.

  • Jacob A. Allgood, DO, Associate Professor of Clinical Education and Public Health, ATSU-SOMA
  • Sharon Obadia, DO, Chair, Clinical Science Education Director, Faculty Development, ATSU-SOMA
  • Kate E. Whelihan, MPH, Community Oriented Primary Care and Public Health Research Specialist, ATSU-SOMA
  • Lorree Ratto, PhD, Chair, Medical Humanities and Health Care Leadership Director, Medical Simulation and Standardized Pa, ATSU-SOMA
  • Joy H. Lewis, DO, PhD, Professor, Medicine and Public Health Chair, SOMA Department of Public Health Director, DO/MPH Program, ATSU-SOMA

Focus: The New Med-Ed Pedagogy in the Era of Clinical Integration
DUAL PRESENTATIONS
Harborside E, 4th Floor

Generation Effects for Learning EBM (TC-51A-167)

The generation effect refers to enhanced learning by students who generate information (compared to those who only read material). Our goal is to expose students to important concepts of EBM providing them with frequent opportunities to apply these concepts in relevant clinical cases. A key feature is advanced student preparation (flipped-classroom) followed by a readiness assurance test. Most class time is spent developing clinical questions, accessing databases, and discussing articles in small groups. During years 1 and 2, these opportunities occur every 2 weeks beginning the middle of the first semester. As a community-based COM, our students spend years 3 and 4 in rotations at a variety of clinical facilities across New England. These students will be required to participate in generative activities on a monthly basis using small-group, internet-based resources for simulcast, and other types of synchronous and asynchronous modalities (this part of the program is in development).

  • John L. Williams, PhD, MEd, Professor, UNECOM

Outcomes and Benefits of Student-Driven Curriculum Assessment (TC-51B-144)

Course and faculty evaluations are used widely in medical education. Students are uniquely positioned to evaluate many important aspects of the educational experience (including providing a unique perspective – a learner perspective). Students must be invested in the process and willing to provide meaningful and constructive feedback. A student-driven real-time continuous curricular feedback process has benefits. In this session, we will discuss a student-driven curriculum assessment method, the limitations in typical course and faculty evaluation processes, and the pros and cons of instituting a student-driven curriculum assessment method at one medical school.

  •  Machelle Linsenmeyer, EdD, Associate Dean for Assessment and Educational Development, WVSOM
  • Sepeedeh Araghiniknam, OMS-II, WVSOM    
  • Pejmahn Eftekharzadeh, OMS-II, WVSOM
  • Audreanna Haines, OMS-II, WVSOM
  • Paren Patel, OMS-II, WVSOM
  • Sana Siddiqui, OMS-II, WVSOM

Back to Schedule at a Glance

Thusday, 4:00 pm - 5:00 pm

Focus: Aligning Education and Care Delivery
DUAL PRESENTATIONS
Grand Ballroom 3-4, 3rd Floor

An Interprofessional Virtual Patient Case Designed for Community Health (TD-37A-101)

In this session, you are on rotation at a local high school clinic, working with patient Araceli Gamboa, a 17-year-old high school student. What are Araceli’s social determinants of health, and what can you do to help this teenager with her weight issues? During this 30-minute encounter you’ll work side by side with a nurse practitioner to assess the patient, talk to her mother, and practice motivational interviewing. You’ll complete a series of steps to ensure proper shared decision making and teamwork.

  • Lise McCoy, EdD, Director, Technology-Enhanced Active Learning, ATSU-SOMA
  • Harvey Simon, MD, Associate Professor, ATSU-SOMA

A Tale of Two Silos: An Interdisciplinary Collaboration to Improve Transitions of Care (TD-37B-219)

The George Washington University Emergency Department (GWUED) and Unity Health Care (UHC), a federally qualified health center in Washington D.C., worked together to evaluate and improve the transition of care between their organization. This effort was undertaken by a resident and attending at GWUED, along with an osteopathic medical student, osteopathic family medicine medical resident, and two attendings at UHC. Through a cooperative effort, this team worked to deconstruct the various communication avenues that were involved in a UHC primary care patient going to GWUED for care and returning to their primary care provider. The team worked with clinicians, administrators, information technology departments, and many others at both organizations to improve processes that were slowing or blocking a smooth transition of care. The group encountered many challenges throughout this collaborative process, including navigating multiple IRBs, coordinating meeting between learners at different institutions, uncovering prior efforts in this area within both organizations with minimal recorded data on success and failures, and many more.

  • Keith M. Egan, DO, Family Medicine Resident, ATSU-SOMA
  • Tiffany Sin, OMS, ATSU-SOMA
  • Andrea Anderson, MD, Core Faculty - Family Medicine Residency, Unity Health Care - The Wright Center
  • Amoreena Howell, MD, MSPH, Core Faculty - Family Medicine Residency, Unity Health Care

Focus: Aligning Education and Care Delivery
SINGLE PRESENTATION
Kent A-C, 4th Floor

Workshop Creative Methods for Teamwork Skills Training: TeamSTEPPS Team Training Tower (TD-54-121)

Attendees will have an opportunity to participate in a progressive three step low tech simulation to teach medical students, residents, and faculty teamwork skills. This creative approach utilizes a teamwork development system, TeamSTEPPS (Team Strategies and Tools to Enhance Performance and Patient Safety) that can be used across health professions to enhance interprofessional collaboration and teamwork. Follow-up strategies to reinforce skills practiced in this simulation will be discussed. Information and resources necessary to implement TeamSTEPPS training will be provided.

  • David W. Farmer, PhD, LPC, LMFT, Director, Department of Interprofessional Education and Practice, UNTHSC/TCOM
  • Cynthia Carroll, MA, LPC, Educational Program Assistant Director Department of Interprofessional Education and Practice, UNTHSC/TCOM
  • Nancy Tierney, PhD, RN, ACNP-BC, Director of Simulation, UNTHSC/TCOM

Focus: Faculty/Professional Development
SINGLE PRESENTATION
Grand Ballroom 1-2, 3rd Floor

Continuum of Special Education Law and Practice Instruction (TD-36-115)

This session will provide an overview of teaching special education law and practice from the medical student to physician level. The methods of instruction are interprofessional, multi-modal, and can be translated into any learning environment. A model of knowledge acquisition and experiential learning will be presented. The program that the presenters have developed will be reviewed and serve as an example of successful implementation. The session will be interactive with participants given adequate time to develop their own goals and strategies to meet these goals in an efficient and effective manner.

  • Jacqueline Kaari, DO, Chair of Pediatrics, RowanSOM
  • Mary E. Sheppard, EdD, Assistant Professor, College of Education, Rowan University
  • Nancy Vitalone-Raccaro, PhD, Assistant Professor, College of Education, Rowan University

Focus: Faculty/Professional Development and GME & Single Accreditation
DUAL PRESENTATIONS
Harborside E, 4th Floor

Job Satisfaction of Osteopathic Clinical Faculty (TD-40A-25)

The correlation between job characteristics and the effect on job satisfaction and affective commitment among osteopathic medical school clinical faculty will be examined. We will examine to what extent, if any, is there a relationship between job characteristics and affective commitment, and to what extent is there a relationship between affective commitment and job satisfaction criteria.

  • Al Yurvati, DO, PhD, Professor and Chair of Medical Education, UNTHSC/TCOM

Ways to Increase Faculty Scholarly Activity (TD-40B-61)

In this session, I will overview current requirements for ACGME Faculty scholarly activity, review requirements for ACGME Osteopathic Recognition Faculty scholarly activity, and will provide suggestions on practical ways to increase faculty scholarly activity. Faculty scholarly activity is a Common Program Requirement for ACGME accreditation, but can be difficult to achieve based upon all of the other time commitments for residency faculty. For previously AOA-accredited programs, faculty scholarly activity may also be a new concept. Participants will have the opportunity to assess their current level of faculty scholarly activity, and consider practical ways to increase/improve their current faculty scholarly activity.

  • Jackie Weaver-Agostoni, DO, MPH, FACOFP, Program Director, Osteopathic Family Medicine Residency, UPMC Shadyside

Focus: The New Med-Ed Pedagogy in the Era of Clinical Integration
BRIEF PRESENTATIONS
Harborside D, 4th Floor

Enhancing Learning by Engaging and Empowering Medical Students (TD-38A-33)

Attendees will review existing teaching modalities in small group sessions. Attendees will then review new formats used to engage and empower students in small group sessions. These new formats will also empower group dynamics, build leadership skills, and will allow students to hone in on their clinical skills, with minimal faculty oversight.

  • Chaya Prasad, MD, MBA, Associate Professor, Western U/COMP

Implementing Student Run Interest Groups with a Collaborative Multi-Tiered Approach (TD-38B-85)

Attendees will review existing models of interest groups in medical schools with and without hospital affiliations. Attendees will explore the difficulties facing communication and sharing of resources between satellite campuses. Attendees will then review our multi-tiered approach for a student-operated interest group, involving students from all four years of medical school as well as those from satellite campuses. Our approach empowers and engages students and allows for a sustainable knowledge base of specific medical specialties.

  • Matthew W. Gomory, OMS-II, Western U/COMP
  • Breanna Tetreault, OMS-II, Western U/COMP
  • Chang Liu, OMS-II, Western U/COMP
  • Katherine Scribner, OMS-IV, Western U/COMP

Teaching Students to Accurately Evaluate Peers in Small Groups (TBL): How We Did It (TD-38C-53)

Medical students often struggle with accurately evaluating their peers in small group settings such as Team-Based Learning (TBL). This session will describe how we trained students to provide meaningful feedback to their peers in TBL small groups. We will share the methods we used to teach the students to make useful feedback comments and to give accurate and realistic ratings using the full range (1-5) of the scale provided.

  • Ronda F. Carter, MD, Assistant Professor of Family Medicine, ACOM
  • Kim Schoeffel, DO, Professor of Pediatrics, ACOM

Back to Schedule at a Glance

Thursday, 5:15 pm - 6:15 pm

Focus: Advocacy & Policy Issues
Harborside Ballroom A-C, 4th Floor

ED to MED Town Hall

Please join AACOM as we provide an exciting update on our national grassroots advocacy campaign, ED to MED, which brings together students, medical educators, and other advocates dedicated to raising awareness of the impact of medical student debt in the halls of Congress. The Higher Education Act, the federal law governing student financial aid, and its impact on the financial wellbeing of the future physician workforce, will be a focal point of this discussion.

  • Stephen C. Shannon, DO, MPH, President and CEO, AACOM
  • Pamela Murphy, MSW, Senior Vice President of Government Relations, AACOM
  • Mary-Lynn Bender, Director of Congressional and Public Affairs, AACOM