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Poster Sessions

Click linked poster titles to download and view posters. Posters will be made available as we receive them from the authors.

The New Med-Ed Pedagogy in the Era of Clinical Integration

Effects of IPAD Use on COMLEX Outcomes (Poster 1)
The goal of our study was to gather and analyze data on the effectiveness of iPad lecture viewing on COMLEX I outcomes. We found there was no statistically significant difference in actual hours of videos viewed on any device (computers and iPad) between those who scored 550 and above on the COMLEX I and those who scored below 550. But when students were asked to self-report the number of hours per week they spent watching specifically on their iPads, results showed there was a statistically significant difference between high and low COMLEX I scorers, with low scorers reporting greater iPad usage. Either student perceptions of iPad usage may not be congruent with actual use because of recall bias, or iPads may not be the most optimal modality for success on the COMLEX I, though more research is needed for a firm conclusion.

  • Jerry Balentine, DO, Vice President, Medical Affairs and Global Health, NYITCOM
  • William Blazey, DO, Assistant Dean for Preclinical Education, NYITCOM
  • Bhuma Krishnamachari, PhD, Assistant Dean of Research, NYITCOM

Automating Aspects of Institutional Effectiveness Assessment (Poster 2)
To evaluate the success of the Ohio University Heritage College of Osteopathic Medicine (OU-HCOM) in meeting its social and other school missions, the Office Institutional Assessment and Accreditation (OIAA) in collaboration with the University Office Information Technology department, developed a computer scraper to automate the collection of information from the HRSA Data Warehouse (DHW) to identify alumni who are practicing in medically underserved or rural areas. This information is essential to evaluating OU-HCOM’s institutional effectiveness and invaluable in federal grant proposals for competitive funding that prioritize programs that train students, and place graduates, in federally designated underserved or rural areas. This tool has increased the efficiency and accuracy associated with this data collection and recording process. The software created to automate this process and will be made available to other Osteopathic medical schools at the conference free of charge

  • Anna Holtzman, MFE, Medical Education Program Analyst and Evaluator, OU-HCOM
  • Mary Wurm-Schaar, PhD, Director, Institutional Assessment and Accreditation, OU-HCOM

Evaluating Efficacy of a Peer-Developed Clinical Skills Refresher (Poster 3)
Undergraduate OMM Fellows addressed the problem of how to deliver a clinical skills refresher curriculum package to Kansas City University’s COM students, who are assigned clerkships in a distributive model. To test the efficacy of the review materials, which they intend to distribute to every COM student as they leave campus at the end of their second year, they created pre-use and post-use surveys and used a convenience sample of COM 2017 students who agreed to complete the surveys in exchange for access to the materials while preparing for their COMLEX-USA Level 2 PE. The efficacy of the materials and how that data will be used to improve the peer-developed curriculum will be addressed.

  • Alexis Bridges, OMS, KCU-COM
  • Kelsey Layman, OMS, KCU-COM
  • Sarah H. Parrott, DO, Associate Professor, KCU-COM

Outcomes of the Long Term Flipped Classroom in a New York Osteopathic Medical School (Poster 4)
We will discuss how the flipped classroom was instituted at Touro College of Osteopathic Medicine Harlem campus and its effects on pathology course scores before and after the flip. We will also present data that shows the significant improvement of COMLEX 1 scores after the flipped classroom was instituted for all courses.

  • Pearl G. Myers, MD, MS, Associate Professor Pathology, TouroCOM-NY

Identifying Effectiveness of Pre-Briefing Methods through Simulation Performance (Poster 5)
This study focuses on identifying the time it takes undergraduate medical students to recognize and act on a patient that is having difficulty breathing. Outcomes for this study should include an accurate assessment and measurement of student performance. We anticipate that this study will reveal how to better educate medical students to improve response times and critical thinking in an emergency setting.

  • Marc F. Rodrigue, BS, OMS, CUSOM

The Scholar 7: Development of Regional Community Hospitals' Scholastic Environment (Poster 6)
We will discuss the need for increased scholarly activity in AOA-focused residency programs and present the Scholar 7. The Scholar 7 is a program created at the University Hospitals Regional Hospitals to help its residency programs stimulate yearly scholarly activity among its residents and fellows and increase grant funding.

  • Brian P. Peppers, DO, PhD, Chief Fellow, Allergy/Immunology Fellowship, LECOM
  • Priya Varma, DO, Chief Resident, Internal Medicine, LECOM

Assessment of Core Competencies Through Course Embedded Assessment (Poster 7)
The poster presentation will describe and share findings from a pilot study that sought to assess the representation and integration of the AOA core competencies in two pre-clinical courses. Implications of the findings on integrated curriculum development will be discussed.

  • Sheila Chelimo, MEd, Evaluation and Assessment Coordinator, OU-HCOM
  • Patrick O'Connor, PhD, Professor, OU-HCOM
  • Fabian Benencia, PhD, Associate Professor, OU-HCOM

Does Distance Teaching Impact Faculty Evaluation Ratings? (Poster 8)
The poster presentation will describe the findings from a study that sought to explore how distance impacted faculty evaluation ratings in a synchronized multiple campus teaching and learning environment. The utility of these results will be discussed in regards to informing faculty-student interactions and curriculum process in a multi-campus setting.

  • Leah Sheridan, PhD, Associate Lecturer, OU-HCOM
  • Sheila Chelimo, MEd, Evaluation and Assessment Coordinator, OU-HCOM

Osteopathic Medical Students’ Experiences with Distance Learning (Poster 9)
We will present the findings of an assessment of osteopathic medical students’ experiences with distance learning and social connectedness at a three-campus medical school.

  • Elizabeth A. Beverly, PhD, Assistant Professor, OU-HCOM

The Use of Trigger Warnings in Medical Education (Poster 10)
We will present findings from a cross-sectional descriptive study about osteopathic medical students' attitudes toward trigger warnings in medical education.

  • Kayla E. Prokopakis, BS, OMS, OU-HCOM
  • Elizabeth A. Beverly, PhD, Assistant Professor, OU-HCOM

Pediatric Fluid Bolus Calculation Skill Simulation: A Multi-Encounter Approach (Poster 11)
The value of adding simulation encounters to didactic clinical skill training will be investigated in undergraduate medical education. The objective is to assess the impact on learning by comparing didactic pediatric patient training vs. didactic and simulation based training. Assessment of the learner’s ability to initiate intravenous fluid resuscitation at the appropriate weight based dosing will be used to evaluate the impact of the different teaching approaches.

  • Robert J. Schmid, MS, Technical Director Simulation Lab, CUSOM
  • Brian Mann, MS, PA-C Director Simulation Education, CUSOM
  • Steven J. Halm, DO, Assistant Dean Simulation Medicine, CUSOM

Add MUSCLE: A Medical Undergraduate Simulation Curriculum for Learner-centric Education (Poster 12)
We will provide a brief outline of adult learning theories with an emphasis on experiential learning and deliberate practice that support use of hi-fidelity manikin-based simulation cases in undergraduate medical education. We will review our aggressive Medical Undergraduate Simulation Curriculum with Learner-centric Education (MUSCLE) model. MUSCLE focuses on 1.) teaching to the level of the learner; and 2.) providing individual student opportunities in debriefing for identifying participants' emotional response to the simulation experience. We will provide specifics in our debriefing approach as well as details of our methods of moving a class size of 160 students through simulation experiences. We do this starting in the first year and concluding with a total of 16 formal manikin-based simulation and debriefing encounters prior to their third year clinical rotations.

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

Lecture Capture Technology, Student Attendance, and Academic Performance (Poster 13)
We will present the results from a yearlong study designed to evaluate the relationship between student attendance, academic performance, and the use of lecture capture technology will be presented. Additionally, student perceptions and faculty attitudes about student attendance will be shared.

  • Anna Campbell, PhD, Associate Professor, ATSU-SOMA
  • Uzoma S. Ikonne, PhD, Assistant Professor - Pharmacology, ATSU-SOMA

Development and Design of a Fourth-Year Student Elective in Clinical Pharmacology (Poster 14)
We will present the approach to designing and selecting content for a 1-month online elective in Clinical Pharmacology for 4th year osteopathic medical students will be presented. Plans for elective evaluation, on-going improvement and educational research will also be shared.

  • William T. Wightkin, PharmD, Assistant Professor - Pharmacology, ATSU-SOMA
  • Uzoma S. Ikonne, PhD, Assistant Professor - Pharmacology, ATSU-SOMA

Enhancement of Post-Baccalaureate Microbiology Performance by Addition of Active Learning (Poster 15)
Hands-on wet labs in microbiology contribute to increased academic performance in students attending the LECOM PB program

  • Christopher C. Keller, PhD, Associate Professor of Microbiology and Immunology, LECOM

Parks Rx: A New Innovative, and Creative way to Inspire people to engage in Physical Activity (Poster 16)
We will discuss how Parks Rx is currently being utilized in our clinic sites, the reasons for why Parks Rx has extreme utility to not only our community healthcare clinic but FQHC's nationwide. We will also discuss briefly how being advocates of the outdoors and physical activity, we can help battle the obesity epidemic, decrease the prevalence of the nature deficit disorder, and produce greater health outcomes in our patient population.

  • Daniel Omire-Mayor, DO, Resident Physician, The Wright Center for Graduate Medical Education

Implementing a Student Confidence Interval Evaluation of a Basic Science Course (Poster 17)
This poster describes the process by which we incorporated student confidence in/perception of their learning into the course evaluation of a first-year basic science course. The items were developed using Bloom’s Taxonomy (define/locate; explain to a classmate; and diagram/create a flowchart of) and the specific knowledge items were identified from focus groups comprised of the MS1 faculty who taught in the course and MS2 faculty who taught the companion clinical courses in the second year (e.g. total peripheral resistance; FEV1/FVC ratio; physiologic responses to a hemorrhage). Three to five items for each level of Bloom’s taxonomy were created and inserted into the traditional course evaluation for the Cardiopulmonary course. Lessons learned from the process and student evaluation will be discussed.

  • Diane R. Karius, PhD, Prof. of Physiology/Director of Human Patient Simulations, KCU-COM

Multi-Campus Team Based Learning (Poster 18)
We will present key guidelines and strategies to promote the implementation of synchronous team based learning activities across multiple campuses. We will describe what we have learned to be the most important steps in the planning, execution, and overall curricular coordination necessary for successful team based learning activities across campuses.

  • Christian Stork, PhD, Lecturer, OU-HCOM
  • Andrea Barresi, PhD, Integrative Physiologist, OU-HCOM
  • Leah Sheridan, PhD, Integrative Physiologist, OU-HCOM

Making Medicine: A Case Study in Innovative Industry Partnerships (Poster 19)
This case study investigates the 3-year journey and evolution of the partnership between Eli Lilly Pharmaceutical Company and the Academic Medicine that resulted in Online Learning Course “Making Medicine”. The study uses Kant’s organizational empowerment theory approach of informal and formal empowerment as a foundation. This resulted in the effective collaboration of a 10-member inter-professional team in the development of an online educational module.

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

Should There be a Geriatric Surgery Fellowship? National Survey Results and Discussion (Poster 20)
The results of a national survey regarding the need for a geriatric surgery fellowship are reviewed.

  • Micaela Weaver, DO, Surgery Resident, NYITCOM

A Case-based Method for New Resident Orientation (Poster 21)
We will describe an active-learning approach to case-based orientation for new residents. After reviewing the poster, participants will be able to 1) download a full set of materials to deliver the workshop in their setting and 2) implement the workshop in their institution.

  • Lisa R. Nash, DO, MS-HPEd, Sr. Associate Dean, UNTHSC/TCOM

Do Learning Contracts Improve Performance in Clerkship and Residency? (Poster 22)
The learning contract is a tool for students to identify learning objectives, to coordinate their goals with preceptors, and to achieve learning goals and improve technical proficiency. The use of learning contracts is well described in the literature for several specialties, but not surgery. This mixed methods study uses discussion with students and preceptors, and quantitative data gathered after the clerkship, to assess the utility of learning contacts in the surgical clerkship.

  • Marcus Dee, BS, OMS, AZCOM/MWU
  • Alexandra Hollingworth, MD, AZCOM/MWU
  • Mark Speicher, PhD, Associate Dean for Academic Affairs, AZCOM/MWU

Results of a Three Arm Survey on Osteopathic Manipulative Medicine Faculty Development (Poster 23)
This poster will review the results of a three prong survey to college of osteopathic medical education administrators, clinical core rotation faculty and fourth-year osteopathic medical students at three colleges of osteopathic medicine (NSUCOM, RVUCOM, TUCOM) regarding osteopathic principles and practices (OPP). Results indicate current practices in OPP faculty development, preceptors opinions on OPP and OPP faculty development, and student perception of OPP training in the clinical environment. These surveys were designed as a needs assessment for the development of an OPP faculty development program.

  • Stacey L. Pierce-Talsma, DO, MS, MEdL, Chair, Associate Professor Osteopathic Manipulative Medicine Department, TUCOM-CA
  • Heather Ferrill, DO, MS, MEdL, Chair, Associate Professor Osteopathic Manipulative Medicine Department, RVUCOM
  • Teresita Menini, MD, Professor, Assistant Dean for Clinical Faculty Development, TUCOM-CA

Tracking Digital Literacy and Case Presentation Skills in Clerkship Education (Poster 24)
A Medical Informatics and Information Literacy course was introduced in the KCU COM 2018 first year curriculum in the fall of 2014 with three objectives: (1) to instruct students on how to locate, critically evaluate and synthesize medical information, (2) to offer students a collaborative experience in presenting a grand rounds clinical case, and (3) to develop independent, self-directed learning skills. This project tracks KCU’s COM 2018 cohort by comparing previously recorded and current database usage statistics and student perception surveys about case presentation experiences and learning outcomes. The choice to add the recorded grand rounds case presentation from their first year course to their student portfolio has also been tracked. By examining database usage statistics, surveying students as to their perception of their information and learning skills, and acknowledging that recorded grand rounds case presentations have been added to student portfolios, the benefits of this curricular addition can be assessed.

  • Lori Fitterling, MLS, Reference Librarian/Instructor of Medical Informatics, KCU-COM
  • Cheryl Mccormick, PhD, Assistant Dean Professor of Physiology, KCU-COM

Osteopathic Medical Education Research & Leadership

International Medical Outreach Experiences, Are We Evaluating Them Appropriately? (Poster 25)
We will identify international osteopathic medical outreach opportunities that medical students may consider. We will then compare different medical outreach experiences based on student feedback, and discuss the value of having an invested and onsite colleague or supervisor, and or preferably an osteopathic physician with a connection to the home institution.

  • Mark Hernandez, PhD, Associate Professor of Physiology and Pharmacology, ACOM
  • Philip Reynolds, PhD, Associate Dean of Student Services and Institutional Effectiveness, ACOM
  • James D. Foster, PhD, Associate Dean of Anatomical Sciences, Molecular Medicine, Research and Graduate Studies, ACOM

Discovering Osteopathic Antiquity in Historical Osteopathic Pamphlets (Poster 26)
During the early 20th century, osteopathic information was circulated by way of small journals, pamphlets, booklets and leaflets. Dr. R. W. Williams, Dr. Henry Stanhope Bunting, and the American Osteopathic Association published materials that could be purchased by physicians as a way to market osteopathy in their practice. These early forms of "patient handouts" have distinct illustrations and messages about osteopathic medicine as depicted during that time. The D’Angelo Library is in the process of digitizing its collection of these iconic sources of osteopathic information. This poster describes these early osteopathic artifacts and highlights their historical significance for the current profession.

  • Lori Fitterling, MLS, Instructor of Medical Informatics/Reference Librarian, KCU-COM
  • Robyn Oro, Access Services, Special Collections Coordinator/Archive Specialist, KCU-COM

An Elaborate Scheme to Score and Analyze Clinical-Decision Making Exam Questions (Poster 27)
For years, the National Board of Osteopathic Medical Examiners (NBOME) devoted enormous resources to developing and trialing novel types of exam questions to assess clinical decision-making (CDM) skills which possess different characteristics than conventional multiple choice questions (MCQs). Scoring and analyzing the new item formats demands psychometric considerations beyond the conventional methods. The purpose of this poster is to (a) illustrate the complexity of CDM scoring and (b) propose new item analysis procedures consonant with CDM properties by taking in all evaluative information they collect such as indicators of misdiagnosis/mistreatment and over-testing/over-treatment.

  • Isaac Li, MEd, Psychometrician, National Board of Osteopathic Medical Examiners
  • Qiongqiong Liu, MS, Senior Research Associate, National Board of Osteopathic Medical Examiners

Early OMM OPP Experience in a Structured Setting for OMS II (29)
Medical student educational experiences in practicing osteopathic manipulative medicine on people other than their own classmates is usually limited to those participating in osteopathic pre-doctoral teaching fellowships. Osteopathic pre-doctoral teaching fellowships are not offered in all school programs, are not available to all students, are when available are typically only offered after the third year of osteopathic undergraduate medical education. This educational experience at Campbell University occurs in the beginning of the students' second year and is included in the standard curriculum to ensure that all students have this type of opportunity to learn

  • Lisa R. Chun, DO, MS, OMM Department; NMM Plus-One Program Director, CUSOM
  • Thomas Motyka, DO, Vice-Chair, OMM Department, CUSOM
  • Charles Smutny, III, DO, Assistant Professor, OMM, CUSOM
  • Kristie Petree, DO, Assistant Professor, OMM, CUSOM

Multiple Teaching Methods in OMS III Year Improves OMM Learning and Retention (Poster 30)
A multi-modal approach to teaching will be utilized to determine if this is a means to improve learning as well as the retention of knowledge gained during the third clinical year of undergraduate osteopathic education. The study will utilize self-directed learning, small group discussion and teaching, a modified flipped classroom, large group teaching, peer teaching, demonstration, and the use and application of evidence based medicine in the context of osteopathic manipulative medicine. If this integrated approach does indeed improve the knowledge, skills, and retention of knowledge and skillset in osteopathic medical students, this could provide a model for "best practices" in teaching osteopathic manipulative medicine during the undergraduate clinical years.

  • Lisa R. Chun, DO, MS, OMM Department; NMM Plus-One Program Director, CUSOM
  • Thomas Motyka, DO, Vice-Chair, OMM, CUSOM
  • Charles Smutny, III, DO, Assistant Professor, CUSOM
  • Kristie Petree, DO, Assistant Professor, OMM, CUSOM

Lecture Method and Student Recall: A Randomized Controlled Trial (Poster 31)
With the advent of new technologies and learning tools it is important to constantly reassess the modality through which a professor delivers important course content, and the effectiveness of that modality. In a 2008 study assessing the preferences of first and second year Harvard medical students, 57.2% of the students indicated that they preferred viewing their lectures live, while 29.4% preferred their lecture recorded, and 3.8% preferred a combination. Although live lecture was the most predominant modality for viewing, it was noted that a staggering number of students found the video-recorded lecture more satisfactory in terms of their learning . This assessment is congruent with a randomized control trial study done in 2007 on 55 United Kingdom first year residents. In this study, it was shown that on the bases of learning progress assessed through knowledge-based exams, the computer based learning had the potential to meet medical training needs. However, the use of videos for learning, especially on mobile devices, has increased dramatically since these studies were completed. In this study, we look to test three common forms of lecture-based teaching: the classic face-to-face lecture archetype, the pre-recorded video archetype, and the Socratic questioning archetype. In the present study, the Socratic questioning lecture consists of calling upon students for answers to specific questions, while the classic face to face lecture and re-recorded video lecture will have those same questions posed rhetorically and answered directly by the lecturer. Our goal is to determine if there is a significant difference in the performance of a student dependent on the modality of the lecture given.

  • Andrew Ho, OMS, AZCOM/MWU
  • Mark Speicher, PhD, Associate Dean for Academic Affairs, AZCOM/MWU

The Distinctiveness of Osteopathic Medical Education (Poster 32)
The “success” of an educational program is measured along three axes. First, the educational program should confer some learning outcomes on the student. Second, the educational program should result in a level of student or family satisfaction that student needs are being met. Finally, the educational program must be responsive to society’s needs. This presentation looks at osteopathic medical education in all three of these areas, determining how well colleges of osteopathic medicine have kept pace with the needs of society and of patients, how well students’ needs are met, and how well the curriculum prepares the graduates for post-doctoral training, when comparing American Osteopathic Association (AOA)-accredited colleges with their Liaison Council on Medical Education (LCME)-accredited counterparts.

  • Mark Speicher, PhD, Associate Dean for Academic Affairs, AZCOM/MWU
  • Scott Sorge, BA, OMS, AZCOM/MWU

Views of WVSOM Students Regarding Student Research (Poster 33)
Surveys at WVSOM documented student participation in and attitudes towards student research.

  • Helen H. Baker, PhD, MBA, Professor, WVSOM
  • Malcolm C. Modrzakowski, PhD, Associate Dean for Affiliated and Sponsored Projects, WVSOM
  • Lance Ridpath, Coordinator of Institutional Research, WVSOM
  • Machelle Linsenmeyer, EdD, Associate Dean for Assessment and Educ. Development, WVSOM

Mesenteric Release in Chronic Constipation (Poster 34)
This poster is designed to prove the effectiveness of an osteopathic treatment known as mesenteric release. Mesenteric release is a gentle massaging technique of the abdomen that normally lasts for just a few minutes. The goal of the treatment is to improve visceral ptosis and lymphatic drainage. This treatment will be particularly useful in patients with cerebral palsy, post-operative patients, nursing home patients, etc.

  • Chelsea D. Willis, OMS-IV, Sub-Investigator, KCU-COM
  • Louise Halbleib, MA, Sub-Investigator, KCU-COM Learning the New Competencies

Selective Action of Aqueous Mate Extract on Human Breast Cancer (Poster 35)
As Maté tea consumption is increasing due to its professed health benefits, the finding of its actions on breast cancer cells will be discussed. The results show a decrease in the viability of T47D breast cancer cells after treatment with crude Maté extract in a dose-dependent manner. The mechanism by which Maté extract causes the death of breast cancer cell will be described.

  • Vanessa E. Halvorsen, OMS, TUNCOM
  • Amina Sadik, MS, PhD, MSMEdL, Associate Professor of Medical Biochemistry, TUNCOM

Breast Cancer (Poster 36)
Cancer is among the leading causes of death worldwide. The National cost in cancer care in the US was approximately $125 billion in 2010 and is estimated to reach $156 billion by 2020. In Mississippi, cancer is the second leading cause of death with approximately, 1 in 5 deaths due to cancer. Breast cancer is projected to be one of the most common types of cancer in 2016 and in Mississippi women it is 23.1 per 100,000 ranking it in the highest category compared across the 50 states.

  • Sarah Cromer, OMS-II, WCUCOM

Rural Medicine Experiences and Sensitivity to Rural Health Disparities (Poster 37)
Many osteopathic medical schools include elective rural health experiences. Outcome measures of these experiences have included a limited number of variables. Few studies have examined how a rural medicine course affects student knowledge of and sensitivity to rural health disparities. In this study, 39 osteopathic medical students who took a rural medicine course and 40 students who did not were surveyed about rural population health and attitudes toward rural patients and communities. While all students demonstrated a high level of knowledge of rural health, students who took the rural medicine more accurately identified healthcare disparities affecting rural patients. Additional education in rural health may be beneficial to all osteopathic medical students

  • Leslie Wimsatt, PhD, Associate Dean for Academic Assessment, Quality and Development, DMU-COM
  • Molly Olson, OMS-V, DMU-COM

Establishing a Fecal Incontinence in Primary Care Consortium and Research Portfolio (Poster 38)
We will discuss how new models of health care emphasize the critically important role of primary care in managing patients’ health, yet primary prevention and management of conditions must facilitate open communication about ailments in order to be effectively managed. Some conditions, like fecal incontinence (FI), are often unreported in primary care. Though management of FI in primary care can be successful, patients are often embarrassed to discuss their condition with their provider and, similarly, primary care providers rarely screen patients for FI. As a result, many patients live silently with FI, often feeling stigmatized and with reduced quality of life. With support from the Patient Centered Outcomes Research Institute (PCORI) a number of patients, community-based organizations, researchers and provides developed a consortium to research portfolio of priorities that can advance knowledge of FI in primary care. The experience of building this consortium and the research priorities identified will be reviewed during the session.

  • Nicole Cook, PhD, MPA, Assistant Professor, Public Health, NSU-COM

GME & Single Accreditation

Volume to Value: An Innovative Way to Assess GME Programs (Poster 39)
Our goal was to develop a formula to quantify the value of each program that could consistently be applied across programs, regardless of specialty, and ensure buy-in from program directors, medical education leadership and care site administration. Objective measures of the value that GME programs bring to the sponsoring institution are becoming increasingly important. The equation and analysis may be useful for medical education leaders as they work to maintain strategic alignment with their sponsoring institutions

  • Geraldine Urse, DO, Director of Medical Education/DIO, Ohio Health

The Effectiveness of a Mini-CEX to Assess OMM Competency Among Family Medicine Residents (Poster 40)
This poster presentation will describe the purpose and use of mini-CEX assessment tools in residency training and explore the perceived effectiveness of an OMM mini-CEX among family medicine residents.

  • Christine Morgan, EdD, Residency Development Manager, ATSU-SOMA
  • Lawrence LeBeau, DO, Residency Program Director, ATSU-SOMA

SAS Impact on Residency Positions Residency Positions in the Single Accreditation System (Poster 41)
We estimate the number of residency spots by specialties for programs with academic affiliations with MD-granting institutions, and separately estimates the likely number of residency spots by specialty for programs with OPTI affiliations. The researchers posit that programs affiliated with MD-granting institutions will continue to grow at a slow rate, with Internal Medicine, Emergency Medicine and Anesthesia increasing at the fastest rate. The researchers calculate the net gain in residency spots for programs affiliated with OPTIs by estimating their movement to the Single Accreditation System based on OPTI characteristics rather than program-level characteristics. The researchers propose that this is likely to result in movement of primary-care and larger specialty programs, with some reclassification of residency positions from small specialty programs (especially in the specialties of Ophthalmology and Dermatology, and the surgical subspecialties of Otolaryngology and Urology) to primary care positions.

  • Morgan Welch, BS, OMS, AZCOM/MWU
  • Mark Speicher, PhD, Associate Dean for Academic Affairs, AZCOM/MWU

Comparison of Osteopathic and Allopathic Medical Student Interest in Family Medicine (Poster 42)
Compare osteopathic and allopathic medical student interest in family medicine based on the number of applicants and matches to American Osteopathic Association (AOA) and Accreditation Council for Graduation Medical Education (ACGME) approved graduate medical education (GME) programs.

  • Alyssa R. Toia, OMS, NYITCOM

Faculty / Professional Development

MATCHMaker Program: Aligning Alumni Mentors to Osteopathic Medical Students (Poster 43)
Launched in June 2015, the LMU-DCOM alumni mentor program allows for a structured program for alumni to provide guidance and advice for medical students in their last two years of their medical education. This poster seeks to recognize how formal mentorship through the COM engages alumni and students; understand how a formalized mentoring program can provide additional opportunity for alumni to update their professional information and give back to the COM; identify how mentorship allows current students to actively engage with alumni and learn from their experiences; and recognize how to increase networking opportunities for students making residency choices.

  • Lisa Shelburne, BA, Career Services Coordinator, LMU-DCOM
  • Amy Drittler, MS, Director of Alumni Services, LMU-DCOM
  • Brian Kessler, DO, Vice President and Dean, LMU-DCOM

Should Mentoring Be Limited to "At Risk" Medical Students? Pilot Study (Poster 44)
Mentoring programs have been proven to be highly beneficial for medical students. Mentors have been identified as role models and studies have indicated that mentorship helps students understand their future role as doctors and how to integrate their vision with their own personalities. Mentors are also credited for helping all students find a balance between their professional and personal lives. Mentors can bridge the gap between formal curricula and evolving expectations. Many students express barriers to seeking a mentor on their own and would benefit from the establishment of a formal mentoring program instead of a mentoring/advising program limited to “At Risk” students.

  • Carol Haase, MS, OMS-I, TUNCOM
  • Amina Sadik, MS, PhD, MSMEdL, Associate Professor, Basic Sciences, TUNCOM

Medical School Faculty Preparation Time Required for Educational Activities (Poster 45)
The results of a survey from osteopathic medical school faculty will be presented. These results explore various factors that affect estimates of faculty workload related to teaching such as level of experience, topic, classroom strategies and teaching modality used. These reported preparation time data can be used to construct a reasonable faculty workload and faculty adequacy model.

  • Jeffrey Hansen, PhD, Associate Professor - Biochemistry, ATSU-SOM

Aligning Education and Care Delivery

Medical Curriculum Through the Lens of Complex Adaptive Systems (Poster 46)
We will elaborate on how a medical curriculum is a complex system with many moving parts all working towards a common goal. Bowe & Armstrong (2016) assert that the achievement of better results in any system is strongly influenced by “⋯planned coordination of system components in the system design”. However, in complex adaptive systems that are highly dependent on human behavior and not mechanized systems, a delicate balance needs to be reached - the ability of medical educators and managers to provide centralized structure as well as autonomy within the system. In order to accomplish this delicate balance, the ability to think from a system perspective comes into play because one has to recognize the impact of the complex and dynamic inter-relationships on situational context that feed up to the “final product”.

  • Angela Mowrer, BS, Director, Pre-Clinical Education, OU-HCOM
  • Sheila Chelimo, MEd, Evaluation and Assessment Coordinator, OU-HCOM

The Rise of Females in the U.S. Physician Supply (Poster 47)
We will discuss how understanding the rise of female physicians by when they were first issued a medical license in the U.S. helps us better understand the physician pipeline in an integrated health system, physicians’ transition from medical school to the practicing medical community in the U.S. and the care they can provide to a diverse population. We used data from the Federation of State Medical Boards’ Physician Data Center to identify and describe the trend of first-time medical licenses issued in the U.S. between 1990 and 2014 to female physicians by location of medical school graduation.

  • Katie Arnhart, PhD, Senior Research Analyst, Federation of State Medical Boards

Aligning Education and Care Delivery Through Student-Driven IPE (Poster 48)
Attendees will learn how to encourage and develop meaningful student-driven interprofessional practice and education in a rural, underserved area. Participants will learn how to align pre-clinical interprofessional experiences with and describe their relevancy to clinical application. Included in this presentation is a model that the participants can use to start or enrich already existing interprofessional collaboration among students from various health professions. Utilizing this model, participants will learn how to encourage teamwork among students to internally drive them towards interprofessional collaboration.

  • Jacob B. Thatcher, BS, Osteopathic Medical Student, PNWU-COM

Early Clinical Exposure Improves Medical Student Performance on Rotations (Poster 49)
We will review the benefit of early clinical exposure in pre-clinical education. This model allows students as early as OSM-I to experience patient care in a primary care setting.

  • Inna Bulavsky, OMS-III, NYITCOM
  • Alexander Nello, OSM-III, NYITCOM
  • Sonia Rivera-Martinez, DO, Assistant Professor, NYITCOM
  • Karen Sheflin, DO, Assistant Professor, NYITCOM

Defining Systems Based Competencies in Medical Education using Population Health (Poster 50)
The physician of the future will need skills sufficient to care for patients in a new health care paradigm; one which is increasingly focused on population health and wellness. While medical education’s current competencies initiative is beginning to have an impact on undergraduate medical curricula, the identification of Systems based practice skills have not been clearly articulated but nonetheless, should define those competencies needed to initiate and sustain population health and wellness in the 21st century. An increasingly granular definition of Systems-based competencies involving population health based strategies, public health, healthcare policy, as well as training which will link the "determinants of health" to individual patient care, will both extend the core tenets of osteopathic medicine, as well as better preparing osteopathic physicians to practice in an emerging, population health and wellness oriented approach to patient care.

  • Darrin C. D'Agostino, DO, MPH, MBA, Associate Dean, UNTHSC/TCOM


A Mock Residency Interview Program for Fourth Year Osteopathic Medical Students (Poster 51)
Competition surrounding the medical residency application process continues to intensify each year. Conference attendees will learn about an innovative mock interview program at Rowan University School of Osteopathic Medicine that aims to prepare fourth-year medical students for residency program interviews. An analysis of program evaluation data will be presented.

  • Lisa M. Cardello, MA, NCC, Associate Director, Center for Teaching and Learning, RowanSOM

Outcome Evaluation of the TUCOM Global Health Program (Poster 52)
The competency in working in the global community is at the core of current medical education and increasing attention is being paid to the global health curriculum in US medical schools. The objective of this longitudinal study is to assess TUCOM GHP outcomes.

  • Athena W. Lin, PhD, Associate Professor, TUCOM-CA
  • Hector Eduardo Velasco-Mondragon, PhD, MSc, MD, Professor and Associate Dean of Preclinical Education, TUCOM-CA

Using Academic Risk Assessment in a Mission-Driven Environment to Predict COMLEX Challenges (Poster 53)
Participants will be presented with a method to use academic risk assessment to identify students that will have challenges in taking the COMLEX Level One Board Exam. Participants will consider the challenges of using this approach to help students.

  • Milton Pong, PhD, Associate Professor, ATSU-SOMA

The Jugular Venous Distention Ruler Utlizing 3D Printing in Medical Education (Poster 54)
Additive manufacturing, or 3D printing, has led to a new renaissance in designing, prototyping and manufacturing of novel products. Microproduction has reached new levels with a streamlined conception-to-production ability, however, medical education continues to be an area where 3D printing has remained limited. When utilizing 3D printing technology, new tools for medical education can be developed in real-time; this may aid in replacing many archaic techniques and tools that remain in the education setting. Our project features a 3D printed Jugular Venous Distention Ruler to aid in the assessment of congestive heart failure. By creating a standardized measuring tool for JVD, preliminary data shows that both validity and inter-rater reliability can be increased. We argue that this novel tool has the potential to assist with optimizing both patient care and clinical judgment in the setting of congestive heart failure.

  • Evan Yates, MS, OMS-III, WesternU/COMP
  • Mark Biro, MS-IV, CWRU-SOM