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Concurrent Sessions - Wednesday, April 26

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

Wednesday, 8:00 am - 9:30 am

Harborside A-C, 4th Floor

The Path to Value: Care Systems and Medical Education

This plenary session will provide a global overview of how various models of health systems are mapping their journey to population health and what educators need to know to best prepare their graduates. A diverse multi-speaker panel of integrated health leaders will provide unique perspectives on leadership in change management and a gap analysis regarding U.S. osteopathic medical schools and GME programs, as they explore future health system paradigms and population health issues. Panel speakers include: 

Wednesday, 9:45 am - 10:45 am 

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

Using Appreciative Advising to Design an Advising Treatment Plan for Medical Students (WA-3A-70)

A mixed methods research design was conducted to examine current practices of medical student advising in osteopathic medical schools, as well as student perceptions of their advising needs. Select questions from each survey were focused on using the Appreciative Advising model as a potential framework for advising. Additionally, individual interviews were conducted with experts in Appreciative Advising research to explore the potential application of this model to the medical school setting.

  • Makayla L. Merritt, PhD, Director of Clinical Rotations, WCUCOM
  • Elizabeth K. McClain, PhD, Associate Dean of Academic Affairs, WCUCOM

TUCOM's WARM Mentoring Program (WA-3B-195)

This session will present the design, structure, components, strategies, and evaluation of Touro University California College of Osteopathic Medicine (TUCOM) mentoring program, which is part of the Wellness, Academic Accomplishment, Resilience, and Mindfulness (WARM) program to educate wholesome osteopathic medical students. The WARM program includes needs assessment, priority-setting, interventions, and assessments on each of its four domains. Its main purpose is to offer students a curricular and humanistic experience to foster student personal and professional development. It also prepares faculty mentors to deliver WARM interventions to educate master adaptive learners and wholesome osteopathic physicians. To this end, it is creating a culture of student engagement to develop WARM Knowledge, Beliefs, Attitudes, and Behaviors explicitly embedded in the medical curriculum, based on AACOM Core Competencies and Entrustable Professional Activities. Longitudinal assessments on each of the WARM domains will serve to evaluate program outcomes. 
  • Hector Eduardo Velasco, MD, PhD, Associate Dean for Clinical Education, TUCOM-CA
Focus: GME & Single Accreditation
Kent A-C, 4th Floor

Using the ACGME Annual Program Evaluation to Improve Your Program (WA-1-186)

The ACGME’s approach is increasingly promoting program improvement, including improvement in areas where programs already comply with the accreditation standards. The basic building block is the annual program evaluation, supplemented every 10 years by a more comprehensive self-study. The approach facilitates improvement by having programs set specific program aims, and assess their strengths and areas for improvement, as well as opportunities and threats in their environment. This interactive session will combine two brief presentations with small group work. Participants will glean the most benefit from this workshop if they come prepared to discuss program improvement ideas and priorities in their own programs.
  • Ingrid Philibert, PhD, MBA, Senior Vice President, Field Activities, ACGME\
Focus: Learning the New Competencies
BRIEF PRESENTATIONS Grand Ballroom 3-4, 3rd Floor

Curricular and Co-Curricular Initiatives to Improve Student Wellness (WA-5A-128)

Participants will explore ways that medical school learning environments can help students learn to function as healthy and vibrant physicians. Learning environments are thought to play a significant role in professional and moral development. Des Moines University strongly believes in the creation of a positive learning environment that supports student wellness. In this session, we will share our school’s experience with implementing a variety of initiatives aimed at creating and sustaining a positive learning environment that takes into account recent research on medical student wellness and help-seeking. Approaches represent a range of curricular and co-curricular offerings. We will describe facility and structural supports for students, including a Wellness Center with a range of fitness options, a dedicated Student Counseling Center, a teaching kitchen to support nutritional awareness, and a meditation room. We will also discuss inclusion of health screenings, use of the UCSF’s Mental Illness Among Us protocol, first-year story-sharing, and activities in collaboration with the Office of Multicultural Affairs.
  • Lisa Streyffeler, PhD, Assistant Professor and Chair, Department of Behavioral Medicine, Medical Humanities & Bioethics, DMU-COM
  • Leslie Wimsatt, PhD, Associate Dean for Academic Assessment, Quality and Development, DMU-COM

FIT PHYSICIAN - A Novel Approach to Physical and Nutrition Education in Medical Students (WA-5B-243)

The FIT PHYSICIAN program utilizes Fitbit™ activity trackers to measure physical activity in first year osteopathic medical students. One hundred and twenty first-year NYITCOM students were enrolled in this project. Our interventions included: monthly lectures from other allied health professionals (nutrition, occupational therapy, and physical therapy), weekly mentored walks, and weekly fitness challenges. Our outcome measures include activity level (steps), sleep quality, body composition (iDEXA scan), academic performance, and stress levels.
  • Alexander M. Stangle, OMS-IV, Academic Medicine Scholar, NYITCOM

Exercise and Depression Among Osteopathic Students (WA-5C-200)

Mental health has been an extensively documented field of research in medicine. However, not much research has been performed in the osteopathic field, especially among medical students. Osteopathic medical students were surveyed regarding depression scoring, time for exercise regimen, and whether basic osteopathic principles played a factor in mental health. Although we hoped to see an inverse correlation between exercise and depression, and a positive influence associated with osteopathic principles (connection between mind, body, and spirit), we found that many students had some form of depression; those with any form of depression had mixed exercise regimens.
  • Tipsuda Junsanto-Bahri, MD, Chair, Basic Biomedical Sciences, TouroCOM-NY
  • Christian Wong, OMS, TouroCOM-NY
  • Phu Vo, OMS-II, TouroCOM-NY

Focus: Osteopathic Medical Education Research & Leadership and GME & Single Accreditation
Dover A-C, 3rd Floor

National Innovation: Taking a Novel AOA program into Single GME (WA-10-104)

The ACA expanded community-based opportunities for primary care residency programs through the Teaching Health Center GME (THCGME) program designed to illuminate the value based business model for GME with intense accountability for resources and reporting of educational and care delivery outcome metrics. The Wright Center for GME (WCGME), a non-profit, consortium based ACGME/AOA accredited Sponsoring Institution aligned its community-based governance and educational mission to become the largest recipient of HRSA’s THCGME funding. WCGME partnered with the A.T. Still University School of Osteopathic Medicine in Arizona (ATSU-SOMA) to create an innovative community-oriented primary care (COPC) Family Medicine residency within a network of partnering Federally Qualified Health Care Centers (FQHCs). The program aimed to address our national primary care physician shortage and misdistribution and related health disparities. This session will provide insights into how the National Family Medicine Residency works as a nationally distributed consortium, sharing highlights, challenges, and lessons learned from our journey from AOA accreditation to our ACGME site review.

  • Meaghan Ruddy, PhD, Director of Transformative Education/ Acting VP for GME, The Wright Center for GME
  • Lawrence LeBeau, DO, Program Director - National Family Medicine Residency, ATSU-SOMA
  • Brian Ebersole, SVP for Mission Delivery, The Wright Center for GME
  • Lisa Watts, DO, Director of Medical Education, ATSU-SOMA

Focus: Faculty/Professional Development
Harborside E, 4th Floor

COCA 2.0 (WA-55-251)

This session will address the impending changes in COCA Accreditation Standards for the Colleges of Osteopathic Medicine. We will also discuss the policies and procedures that support our new standards of accreditation. Lastly, we will introduce the new COCA electronic accreditation system that our COMs will use to submit accreditation reports and receive information from the COCA.

  • Alissa Craft, DO, VP Accreditation, AOA

Back to Schedule at a Glance

Wednesday, 11:00 am - 12:00 pm

Focus: Aligning Education and Care Delivery and GME & Single Accreditation
Grand Ballroom 3-4, 3rd Floor

Serving, Teaching, and Learning Where Need is Greatest (WB-8A-72)

Health care delivery science (HCDS) is a key piece of the patient-centered medical home (PCMH) movement in that both call for best practices in both patient and operational systems outcomes. While there are some programs available in this area, there seems to be as of yet little full integration of HCDS in health professions education. The same can be said for professionalism and leadership in the practice (PLP) of health care delivery. PLP describes the democratization of leadership in effective interprofessional teams. Those who engage in interprofessional education (IPE) attest to the lack of PLP in health professions education; the call for IPE is decades old, there yet remain challenges to robust integration. The HRSA Primary Care Training and Enhancement (PCTE) grants fund-sustainable innovations in the education of health professions. This presentation will provide insights into the presenters' PCTE grant the primary objectives of which are to: 1) authentically integrate PLP into training for CHC physicians, staff, residents, and students, and 2) create and enact a HCDS curriculum that describes and documents care delivery efficiencies.

  • Meaghan Ruddy, PhD, Director of Transformative Education/Acting VP for GME, The Wright Center for GME
  • Christine Morgan, EdD, Residency Development Manager, ATSU-SOMA
  • Isaac Robert Navarro, DMD, MPH, Director of COPC, ATSU-SOMA
  • Frederic Schwartz, DO, Senior Advisor to the Dean, ATSU-SOMA
  • Linda Thomas-Hemak, MD, President and CEO/ Program Director for Internal Medicine, The Wright Center for GME

Integration and Clinical Teaching in College Health (WB-8B-124)

Primary care health care organizations are striving to create systems equipped to care for physical, emotional, behavioral, and social needs of individuals and communities. In this transition toward integrated care, organizations undergo a complex transition in interprofessional workforce, leadership, and systems, which reveal challenges and opportunities for trainees and educators. The college health clinic is a unique context for this work, in its care for students as future health care professionals and recipients. This session will explore the intersections between integrated care transitions and the unique training opportunities in a college health context.

  • Anne C. Jones, DO, MPH, Interim Director of Medical Services, Cornell University, Gannett Health Services

Creating Consortium Model Graduate Medical Education Programs: Partnering with the VA (WB-8C-190)

The presenter will discuss the rationale for exploring collaborative relationships with Veteran's Association Hospitals and community hospital health systems. The process of applying financial aspects and academic advantages and disadvantages of VA affiliations will be discussed in detail. Specifically, in the context of the SAS, the presenter will offer some practical tips to how VA affiliations can enhance an AOA accredited programs successful transition to an ACGME accredited program.

  • Richard Terry, DO, Chief Academic Officer, LECOM

Focus: Faculty/Professional Development
Kent A-C, 4th Floor

Clinical Skills Faculty Development: How to Enhance Standardization in Training (WB-2-22)

The use of e-learning tools offered through the National Board of Osteopathic Medical Examiners (NBOME) Learning Center has enhanced the process of training physicians involved in clinical skills assessment by providing a combination of online self-paced activities and live webinars to create a blended classroom. This blended approach to training allows for greater availability of physicians to complete training within a set timeframe, limits variance in training, and decreases costs. It allows for measurement of training outcomes by using pre- and post- course assessment questions and quality assurance reports. Participants will be able to view e-learning tools and reports available in the NBOME Learning Center and discuss opportunities and best practices for implementing similar training solutions in their clinical skills centers.

  • Laurie Gallagher, DO, Chief Physician Trainer, NBOME
  • Natalie Lavelle, MEd, Director for Learning Technologies, NBOME

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

Small Group Facilitator Connoisseurship (WB-7-23)

Participants who are new or experienced with small group facilitation will explore highly pragmatic resources and learn best practices and overcoming challenges from each other. It is designed to be highly interactive and extremely practical. Participants will leave with a facilitator connoisseur self-assessment instrument and immediately useful resources for their own and their institution use.

  • Stephen S. Davis, PhD, Director, Faculty Development, OU-HCOM
  • Dennis Baker, PhD, Assistant Dean for Faculty Enrichment, ACOM

Focus: GME & Single Accreditation
Dover A-C, 3rd Floor

A Unified Didactic Curriculum for Osteopathic Recognition in a Multi-Specialty Approach (WB-9A-32)

In this session, we will review what our unified curriculum is for Osteopathic Recognition in three residency programs at our institution. We currently have Osteopathic Recognition for family medicine, internal medicine, and medicine/pediatrics. There had been a model used for the last 12 years, but in the last two years we have altered it to be competency based as well as include some of the aspects required to meet the new ACGME designation for Osteopathic Recognition. The delivery is completed by physicians with varied backgrounds as well as disciplines and draw from different strengths to deliver a program that is well rounded. A survey of the current residents and incoming residents was completed before the new curriculum was implemented and will be repeated after six months to evaluate the residents' perception of the quality of the program.

  • Joanne Baker, DO, Director of Osteopathic Medical Education, WMU Homer Stryker MD School of Medicine
  • Glenn Dregansky, DO, Family Medicine Program Director, WMU Homer Stryker MD School of Medicine
  • Brian Hays, DO, Osteopathic Recognition Program Leader, WMU Homer Stryker MD School of Medicine

What Do I Do with this DO? Practical Tools for the MD preceptor (WB-9B-97)

Both osteopathic medical schools and residency programs struggle with how to support osteopathic learners in allopath-predominant training environments. In this session we will describe two tools that one osteopathic family medicine residency program uses to support its residents in using their osteopathic diagnostic and treatment skills with non-DO preceptors. Participants will leave with two tools they can easily adapt to their own educational programs.

  • Eleni S. O'Donovan, MD, Local Program Director, The Wright Center for Graduate Medical Education
  • Lawrence LeBeau, DO, Program Director, ATSU-SOMA

Osteopathic Medicine for All: Key to Osteopathic Recognition (WB-9C-118)

In an effort to support residency programs with Osteopathic Recognition, our institution developed and implemented the OMFA, a pilot program that aims to inform MD physician preceptors on OPP/OMM and to enhance DO physicians’ OPP/OMM preceptoring skills. This course will describe the OMFA – it will discuss its structure and format as well as the challenges and successes related to its development and implementation.

  • Stevan A. Walkowski, DO, Assistant Professor & Chair, OMM Department, OU-HCOM

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

Unanticipated Student Creativity in Foundations of Modern Health Care Course (WB-29A-95)

We will present the Foundations of Modern Health care first and second year curriculum at Alabama College of Osteopathic Medicine. We will describe how we incorporate professionalism into our course. We will focus on our end-of-life curriculum involving the video "Being Mortal" by Dr. Atul Gawande and PBS Frontline. We will describe how watching the video in class brought about unanticipated student creativity.

  • Jaishree P. Patel, PharmD, Assistant Professor of Pharmacology, ACOM
  • Fred L. Helms, EdD, Director of Academic Support, ACOM

Mission-Based Education: The CUSOM Model (WB-29B-130)

The CUSOM mission is to educate and prepare community-based osteopathic physicians in a Christian environment to care for the rural and underserved populations in North Carolina, the Southeastern United States, and the nation. This mission has been kept in the forefront throughout planning of the structure, curriculum, and other activities of the medical school. While it is too soon to measure outcomes, as the inaugural class is just graduating, the impact of this mission focus is evident in the culture of the school and activities of its students, faculty, and staff. This session will describe structural and instructional design elements incorporated into the curriculum to focus on the mission of care for the underserved. We will discuss extra-curricular elements in support of this mission, and examine the impact on organizational culture and function. Participants will gain an understanding of the CUSOM model and ideas generalizable to other institutions.

  • Victoria Kaprielian, MD, Associate Dean for Faculty Development and Medical Education, CUSOM
  • Jim Powers, DO, Associate Dean for Clinical Integration, CUSOM

A New Socially Accountable Medical School’s Context: The Myth of the Blank Slate

UIWSOM’s new medical school was co-designed with community involvement in keeping with the university mission of social justice and accountability and a strong belief in professional identity formation. A new integrated curriculum models this paradigm through community service learning, justice-based community research, ethical identity formation, and practicing medicine as engagement. This session describes how to develop a transformative, socially accountable medical school on a not-so-blank slate. At the end of the session, the participant group will develop a list of shared strategies for connecting communities and a new integrated osteopathic medical curriculum.

  • Robyn Phillips-Madson, DO, MPH, Dean, UIWSOM
  • Sharon M. Gustowski, DO, MPH, Chair OPP and Integration, UIWSOM
  • Ramona Parker, PhD, EdM, Assistant Dean of Medical and Interprofessional Education, UIWSOM
  • Kevin Lord, PhD, Chair Applied Biomedical Sciences, UIWSOM

Wednesday, 2:30 pm - 3:30 pm

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

Improving Rural Health through Clinical Training at Community Health Centers

This session will provide the attendees with information regarding how providing clinical training sites for medical students at Community Health Centers can ultimately improve the health of the population in rural communities, assist with recruitment and retention of health care providers, and provide inter-professional training opportunities for both students and practitioners. Utilizing the ATSU innovative curriculum in its medical, dental, and health science programs, we can demonstrate how this training continuum has led to increased numbers of practitioners staying where they train, including the development of Family Medicine Residency Programs for the benefit of the rural and underserved communities.

  • Leonard B. Goldstein, DDS, PhD, Vice President for Clinical Education Development, ATSU-SOMA

Focus: Faculty/Professional Development
Kent A-C, 4th Floor

Multiple Choices to Increase Exam Effectiveness: Strategies at the National and School Level (WC-11-31) - 60 minutes

This session will introduce innovative strategies used to improve the effectiveness of MCQ testing to assess student competence at the national and school levels. The National Board of Osteopathic Medical Examiners (NBOME) implemented a new process to develop high-quality MCQ items to assess communication competencies. The effectiveness of this process and its application to COMs will be presented. Osteopathic schools are also called to ensure their assessments accurately and effectively test the foundational knowledge and skills required for competence and EPA skill development. At Rowan University School of Osteopathic Medicine (RowanSOM), a new peer-based item-review process was launched as a faculty development initiative to improve the effectiveness of exams as a component of competency-based assessment. Audience members will be provided the faculty item review guide and be given the opportunity to practice the critique of MCQ items based upon defined criteria.

  • Pam M. Basehore, EdD, Assistant Dean for Assessment, RowanSOM
  • Jennifer A. Fischer, PhD, Assistant Professor, RowanSOM
  • Kevin Overbeck, DO, Assistant Professor, RowanSOM
  • Lisa Mysker, Senior Editor, NBOME

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

Forgot Thoracic Lymphatic Pump?  We’ve Got and App for that: Osteopathic Apps and Sims to Achieve Point-of-Care Integration (WC-30A-131) 20 minutes  2:30 pm - 2:50 pm

In this session, presenters demonstrate new training tools recently developed to train DO students and other healthcare practitioners: 1) A new OMT mobile app that allows for selection of OMT treatment at point-of-care, based on clinical indication. 2) Virtual Patient Simulations that apply osteopathic concepts and treatments in both prevention and therapeutic circumstances. Participants will discuss ways to integrate and access these training tools in point-of-care settings.

  • Frederic Schwartz, DO, Professor/Senior Advisor to the Dean, ATSU-SOMA
  • Deborah M. Heath, DO, Assistant Dean Osteopathic Clinical Integration, ATSU-SOMA
  • Lise McCoy, EdD, Assistant Professor, ATSU-SOMA

Integrated Neuromusculoskeletal Medicine Clerkship (WC-30B-216) 20 minutes 2:50 pm - 3:10 pm

We will discuss the methods by which we integrated Pain Management Rotations and Osteopathic Manipulation Rotations into a combined Neuromusculoskeletal Medicine rotation. We will discuss how we have divided a four-week clinical rotation to cover all the key aspects of pain management and osteopathic skills in the clinical encounter. We will discuss the requirements of each course and the daily schedule. We will also discuss the grading components of each and the use of Osteopathic Clinical Skills Examinations and COMAT exams to ensure competency of our students. Following the presentation, we will have an open discussion with the other medical educators in attendance with regard to best practices of integrating pain management, physiatry, and neurology with osteopathic manipulation, including what has worked and not worked at other institutions.

  • Danielle Cooley, DO, Associate Professor, RowanSOM
  • Richard Jermyn, DO, Associate Professor, RowanSOM

Assessing Osteopathic Philosophy and Culture in Osteopathic Medical Students
(WC-30C-161) - 20 minutes 3:10 pm - 3:30 pm

While much is said about the importance of osteopathic philosophy and culture to the profession, very little research has been done on this Focus. I propose to present the results of an 18 question survey designed to measure student paradigms relating to patient care and communication, as they relate to osteopathic philosophy and culture. Each of the 18 questions explores some aspect of osteopathic philosophy and culture rooted in the profession’s literature and history. The survey offers us insight into how well we are doing in teaching the core competency of osteopathic philosophy to the next generation of osteopathic physicians. Do osteopathic medical students really believe an overall guiding practice philosophy is important? Is it important to like your patients? Should doctors find health or disease? Should care be standardized or individualized? Is it better to spend extra time talking to the patient or do diagnostic testing? Should we retain our patients’ confidence and respect as a friend? How important is it to explain the underlying cause for an illness? The students’ answers to these and other questions are covered in the presentation.

  • Donald Noll, DO, Professor of Medicine, RowanSOM

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

“SIM Month” Evolutionary Approach to Clerkships (WC-15A-68) 20 minutes 2:30 pm - 2:50 pm

Participants will be given on overview of the process needed to develop a “SIM Month” rotation for medical students. The session will expose participants to the logistics of scheduling, appropriate learner based content and its development, along with troubleshooting unique problems that can occur at any time throughout the process.

  • Brian Mann, MS, PA-C, Director of Simulation Education, CUSOM
  • Steven J. Halm, DO, Assistant Dean of Simulation Medicine, CUSOM
  • Robert J. Schmid, MS, Technical Director Simulation Lab, CUSOM
  • Zachary Vaskalis, MS Ed, Director of Assessment, Accreditation, and Strategic Planning, CUSOM

Using Simulation to Reinforce Basic Science Content (WC-15B-99) 20 minutes 2:50 pm - 3:10 pm

This session will provide awareness that simulation mannequins can be used during the pre-clinical years of health professions education to supplement traditional basic science education. The audience will learn how simulation cases were used to help medical students understand concepts in physiology taught during the traditional curriculum. Feedback about the experience from students will encourage consideration of using this methodology within the educational curriculums. Open dialogue among participants will provide an exchange of experiences used by others in the audience and their results. The session will conclude with the development of a list of potential simulation based Focuss which could complement the basic science curriculum.

  • Marti Echols, PhD, Associate Dean Academic Affairs, ARCOM

3D Models of Pathology Specimens Enhance Teaching and Learning: A Study by Students (WC-15C-148) 20 minutes 3:10 pm - 3:30 pm

Attendees will review existing teaching modalities involving the use of formalin fixed pathology specimens in OSHA approved facilities. Attendees will understand the medical students' limitations of remote access via mobile devices and impedance to independent learning. Attendees will then review our accurate virtual 3D models of gross pathology specimens and discuss the ease of transportability and viewing for teaching and learning purposes. Attendees will also review the relationship between this new modality and the current technological revolution of medical education.

  • Chaya Prasad, MD, MBA, Professor, Pathology, Western U/COMP
  • Katherine A. Scribner, OMS-IV, Western U/COMP
  • R. Prasad, Student Researcher, Phitzer College

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

Transition from UME to GME - Residency Match Updates from the NRMP and NMS
(WC-53-249) 60 minutes - 2:30 pm - 3:30 pm

In this session, the presenters will describe and present the latest statistics and results of the two residency matching systems: the National Residency Matching Program (NRMP) and the National Matching Service (NMS) respectively. Presentations will highlight match participation rules, updates and considerations, especially within the context of the single accreditation system for graduate medical education. Discussions will cover the successful transition for osteopathic medical students from undergraduate medical education to graduate medical education. Attendees will have the opportunity for questions and discussion during a Q&A session at the end of the presentations.

  • Mona M. Signer, President and Chief Executive Officer, NRMP
  • James E. Swartwout, Senior Vice President of Education, Accreditation and Research, AOA

Back to Schedule at a Glance

Wednesday, 3:45 pm - 4:45 pm

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

Ethics as an Early Interprofessional Educational Experience in Medical Education
(WD-18A-214) 30 minutes 3:45 pm - 4:15 pm

Interprofessional education has become an expectation in health professional training. Touro University Nevada (TUNCOM) is fortunate to have multiple health professional schools on the same campus, allowing for coordination and buy-in of faculty in developing and facilitating IPE. Using ethics vignettes allows us to bring the students together early in their educational process. Our team-based approach allows us to successfully facilitate nearly 300 students with approximately 20 faculty. Our IPE exercises are well received by both students and faculty.

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

Implementation of a Student-Led Movement Focused on an Integrated Approach to Care (WD-18B-193) 30 minutes 4:15 pm - 4:45 pm

Attendees will evaluate a method of developing a focus on medical and dental collaboration incorporating factors that are specific and unique to a given community and how to integrate this focus into their unique patient environments. Attendees will evaluate how to overcome barriers to integrated care and will examine the benefits of an integrated medical/dental health care delivery system. Participants will also learn the key elements required to foster a student-driven movement focusing on oral-systemic health education.

  • Jacob B. Thatcher, OMS-II, PNWU-COM
  • Kassondra Frith, OMS-II, PNWU-COM
  • Nichole Boyd, OMS-II,PNWU-COM
  • Kim Taylor, PhD, PNWU-COM
  • Steven Engebretsen, OMS-IV, PNWU-COM
  • Celia Freeman, MBA, PNWU-COM

Focus: Faculty/Professional Development
Dover A-C, 3rd Floor

Mentoring the Struggling or Unprofessional Student or Resident (WD-49-138) 60 minutes - 3:45 pm - 4:45 pm

This session will address unprofessional behaviors, levels of mentoring, specific mentoring strategies, and provide appropriate remediation techniques when performance problems occur that result in positive outcomes for the mentor, the mentee, and the health care team.

  • Elaine Soper, PhD, Director of Faculty Development, WVSOM

Focus: GME & Single Accreditation
Kent A-C, 4th Floor

Making It Count Twice (WD-13A-197) 30 minutes 3:45 pm - 4:15 pm

Participants will learn how to think like a scholar to address challenges of making work count twice for the clinical and academic setting. This session will address challenges for UME and GME. It will provide suggestions for a variety of scholarly activity approaches.

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

The Personal Trainer Approach to Academic Writing, and Demystifying Scholarly Activities (WD-13B-188) 30 minutes 4:15 pm - 4:45 pm

Participants are expected to bring an idea (new or an existing draft) of a medical education paper to the session, which will be discussed in small groups with Journal of Graduate Medical Education (JGME) editors. Using the Project Checklist, Writing Review Guide, and other tools, participants will leave with an action plan that uses key steps to successful writing. As time permits, participants will also review an education research paper and project in the small group. Caveat: The session leader cannot guarantee that suggestions given at this session will lead to publication in a medical education journal, nor can session leaders substitute for participants’ own research or writing mentors.

  • Ingrid Philibert, PhD, MBA, Executive Managing Editor, JGME

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

Single GME Accreditation System Update (WD-17A-248) 20 minutes 3:45 pm - 4:05 pm

Attendees will get the latest update on the transition to the single GME accreditation system including data on programs and institutions that have applied for ACGME accreditation. Information on osteopathic recognition will also be shared.

  • Lorenzo L. Pence, DO, Senior VP Osteopathic Accreditation, ACGME

Resident Assessment in the NAS: Educating Faculty in Competency-Based Assessment (WD-17B-80) 20 minutes 4:05 pm - 4:25 pm

ACGME presents six-day conferences annually which review for program directors how Competency-Based Medical Education (CBME) is incorporated into the Next Accreditation System (NAS). A pilot program was created to present this in a shorter format. ACGME co-sponsors these courses with the presenting institutions. Vanderbilt University Medical Center became the first site to present these annual "short courses". MWU OPTI has attended both the primary and regional courses, and was invited to join this pilot program as the third participant. Plans are being developed for a program which focuses upon both the needs of community hospitals which sponsor GME and AOA-accredited postdoctoral training programs which are making the transition to ACGME accreditation via the Single Accreditation System (SAS). The course reviews the principles and implementation of CBME into residency programs while providing context for how the various assessments and committees fit together. Program participants will learn how to create a comprehensive assessment system and tools, while also learning (via simulation) to provide effective feedback on resident performance.

  • Thomas Boyle, DO, Dean, Postdoctoral Education (Midwestern University), Midwestern University OPTI
  • Howard Shulman, DO, Associate Dean and DIO, Postdoctoral Education, Midwestern University, Midwestern University OPTI
  • Lilia Wilson, MBA, MPM, Associate DIO, Midwestern University OPTI

Helping Residents See Clearly: Integrating CLER into Daily Practice (WD-17C-59) 20 minutes 4:25 pm 4:25 pm

With the implementation of the Next Accreditation System (NAS), programs will be evaluated not only on the medical knowledge and clinical skills of their learners, but also on how well-rounded those learners are in their clinical environment. Therefore, the Clinical Learning Environment Review (CLER) is used as a tool to assess resident, fellow, attending, and the overall hospital's abilities to: be professional, respect duty hours, ensure patient safety, engage in quality, make transitions safely, and have adequate supervision. This session will provide education about CLER and explain how our program implemented a CLER curriculum into our residents' daily routine.

  • Margaret Hayes Baker, MD, Associate Professor of Medicine, Magnolia Regional Health Center

Focus: Osteopathic Medical Education Research & Leadership and GME & Single Accreditation
Harborside E, 4th Floor

The Design and Implementation of an OMM Mini-CEX (WD-24A-39) 30 minutes 3:45 pm - 4:15 pm

Under the ACGME Osteopathic Recognition Requirements, osteopathic-focused programs must: “provide residents with instruction and evaluation in the integration of Osteopathic Principles and Practice (III.B.1);” and “Evaluation must include direct observation of osteopathic-focused program or track residents with patients by the program director, co-program director, osteopathic-focused track director, and/or the local site director (III.C.1.d).(8).(a)).” The National Family Medicine Residency program created an Osteopathic Manipulative Medicine Mini-CEX (OMM Mini-CEX) to evaluate the osteopathic manipulative medicine clinical competency skills of family medicine residents. This presentation will describe the design and implementation of the OMM Mini-CEX and present the findings of an AACOM grant-supported study to investigate the use and perceived effectiveness of this direct observational evaluation tool amongst residents and faculty in the NFM program.

  • Lawrence LeBeau, DO, Program Director, ATSU-SOMA
  • Christine Morgan, EdD, Residency Development Manager, ATSU-SOMA
  • Deborah M. Heath, DO, Assistant Dean for Curricular Integration, ATSU-SOMA

Teaching Osteopathic Principles and Practices in the Single Accreditation System
(WD-24B-111) 30 minutes - 4:15 pm - 4:45 pm

A challenge with the single accreditation system is the confidence physicians (osteopathic and allopathic) have to evaluate and train both MD and DO residents in osteopathic principles and practice. In this session, we will explain the benefits of teaching all physicians in training osteopathic medicine and describe a curriculum that trains and evaluates competent physicians in osteopathic principles and practice in the single accreditation system.

  • Miho Yoshida, DO, Assistant Professor, Chair Department of OMM, BCOM
  • William Devine, DO, Clinical Professor, Department of OMM, AZCOM/MWU