Evaluative Comments Research Articles

Field Visits as a Pedagogical Tool to Understand Health Determinants

Abstract Background Medical education often focuses on curative medicine, neglecting health determinants. Field visits, common in other educational contexts, enhance understanding of these factors. We aim to offer insights into pedagogical methods applicable to similar educational settings. Objectives Medical students completing an internship at the Gaia-Espinho Public Health Unit participated in field visits to enhance their understanding of health determinants. Guided through two economically distinct areas within a walkable distance of 2km, students documented health determinants through notes and photos. Discussions were held on-site and after visits integrating the real-world experience with theoretical frameworks. An inductive thematic analysis of students’ satisfaction and pedagogical effectiveness of the activity was performed on the internship reports from the 2023/2024 academic year. Results Out of 18 internship reports, 10 described the activity as positive and enriching, of which six highlighted it as a crucial part of the internship. Thirteen reports noted that the activity led to new perceptions about health determinants, and nine highlighted its practical value. Nine students included photos in their reports, bike paths being the most featured. Seventeen provided a clear description and listed the determinants they were able to detect. Discussions highlighted sensory experiences that are uniquely discernible through physical site visits including unpleasant odours, loud noises, and the cooling effect of blue areas on hot days. Three did not provide any evaluative comments, but correctly listed the determinants identified. Conclusions Field visits may enhance medical students’ understanding of health determinants, being recognized as an engaging pedagogical tool. Potential biases in assessments that rely on student satisfaction reports must be considered. Findings support the continuation and expansion of visits in other Public Health internships. Key messages • Field visits, used as a pedagogical tool, may enhance medical students’ ability to understand health determinants. • User Field visits provide a new perspective on previously acquired theoretical knowledge regarding prevention.

Can you mitigate gender bias in student evaluations of teaching? Evaluating alternative methods of soliciting feedback

Student evaluations of teaching can be unreliable indicators of effective teaching and affected by implicit bias. We conduct a randomized experiment at a selective U.S. liberal arts college in which we vary both the instrument and timing at which we solicit student feedback to assess whether either intervention can mitigate gender disparities in qualitative evaluation comments. External evaluators with expertise in teaching evaluation scored the positivity, specificity, and constructiveness of student comments in control and treatment groups. We find neither intervention is successful in mitigating gender disparities. Students that receive an alternate prompt which highlights the potential for implicit bias and asks them to articulate and apply their own criteria for effective teaching penalize female faculty at similar rates as those receiving a more standard evaluation prompt. We also find no evidence that delaying solicitation of student feedback until the start of the next semester, when students face less stress and fatigue, reduces the gender gap in the positivity of feedback. Instead, we find substantial evidence that the positivity of qualitative student evaluations is affected by student, instructor, and course characteristics across all study conditions. The results suggest that bias in student evaluations may be difficult to mitigate.

Abstract B035: Mayo Clinic Cancer Comprehensive Center Community Outreach and Engagement Internal Medicine Residents Rotations

Abstract Introduction: The Community Engagement Internal Medicine Residents Rotation (IMRR) connects Mayo Clinic Florida (MCF) medical professionals to partners in the Florida catchment area to better understand administrative operations, the referral processes of these organizations and how best they fit the needs of the communities they serve. The goal is to give residents exposure to a more diverse population including rural, Black and Hispanic/Latin as well as connecting them with partners where community- based research is conducted. This IMRR is also designed to encourage cancer-focused community based research (CBR). We learned that the lack of patient diversity at MCF was a drawback to resident recruitment and developing an interest in cancer focused health disparities research. We agreed to assist in this potential solution to the diversity deficit. Methods: The goal for the elective is to provide senior residents with an introduction to community engagement and cancer focused community engaged research. The elective consists of one week of didactics and one of experiential learning. The first week includes an introduction to cancer health disparities in our catchment areas and how to conduct cancer focused CBR. During the second week, residents interact with community partners focused on providing care and cancer education to those who otherwise may not have access to resources. Strategically, these partners are those with whom we are engaged in cancer research initiatives. Internal Medicine Residents (IMR) complete visitation paperwork that included Background Screenings and Sovereign Immunity Contracts. We limit the number of IMR to two in order to accommodate some of the smaller community clinic spaces. IMR visit community partners for no less than a half day each and at the end of the rotation they debrief and complete rotation evaluations. Data: Rotation evaluations aggregated to date indicate 91.67% of IMR feel the rotation meets the goals and objectives. In addition, evaluation comments indicate an improved understanding of population health as well as community resources for improved health and wellness in underserved populations. Anecdotal comments also show evidence of increased understanding of cancer focused CBR and cancer related health disparities. Conclusion: IMMR through community outreach and engagement visits have increased understanding of how partners address varying cancer burden needs. The IMRR has increased residents’ awareness of how environment impacts access to healthcare and improved cost-conscious ordering and treatment plans (medications). IMR better understand the significance of how social determinants of health (SDOH) resources impact community. IMR are better equipped to help patients and their families navigate to additional SDOH solutions and are familiar with the referral process for community safety net resources. The offer of this type of IMRR has enhanced recruitment to MCF training programs and significantly increased IM and fellow participation in cancer focused CBR initiatives and studies. Citation Format: Monica Albertie, Chelsea Reeves, Noreen Stephenson, Folakemi Odedina. Mayo Clinic Cancer Comprehensive Center Community Outreach and Engagement Internal Medicine Residents Rotations [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B035.

Insights From Important Event Recounts Told by People With Traumatic Brain Injury.

Communication can be chronically impacted by severe traumatic brain injury (TBI), yet there is a critical lack of research investigating communication recovery beyond 12 months postinjury with discourse measures. This longitudinal study aimed to investigate quantitative and qualitative changes in important event recounts produced by a group of people with severe TBI up to 2 years postinjury. A prospective observational design with an inception cohort was adopted. Thirty-four participants with severe TBI were asked to produce an important event recount at 6, 12, and 24 months postinjury. A mixed-methods approach comprised a quantitative analysis of microlinguistic and macrostructural measures, using the automated discourse command EVAL in Computerized Language Analysis (CLAN) and the CLAN Collaborative Commentary tool, respectively. Statistical analysis included a repeated-measures analysis of variance and the Friedman test. An independent qualitative content analysis was also conducted. The measures revealed significant differences between 6 and 24 months, indicating a protracted recovery trajectory. The microlinguistic analysis showed increased use of revision and repetition over time. The macrostructural analysis indicated changes with orientation to recount characters, evaluative comments, and the number of events or complexity of the recount. The content analysis revealed categories of (a) childhood events, (b) family and relationships, (c) career and education, and (d) grief and loss. Topics at 6 months focused on childhood events and holidays, whereas career and education predominated at 24 months. This is the first study to explore important event recounts told by people with severe TBI as they recovered. Participants showed discourse recovery beyond 12 months, highlighting the need for equivalent timing of service provision. The important event recount shows good potential as an ecologically valid assessment tool to evaluate communication recovery that can also be integrated with advances in computerized analysis. Analyses additionally provided insights into potential therapy targets and content categories for chronic discourse impairments. https://doi.org/10.23641/asha.26499271.

Affording pragmatics-focused training for language teachers: The case of L2 Mandarin Chinese

This study reported the design and implementation of a 16-week graduate seminar on second language (L2) pragmatics offered for 14 graduate teaching assistants (GTAs) who were teaching various target languages as teachers of record at a US public university. Grounded in the explicit awareness-raising approach, the seminar was designed to increase the GTAs' pragmatic knowledge, promote their cross-cultural pragmatic awareness, and facilitate their teaching and researching of pragmatics. Specifically, the training comprised four modules: key concepts in pragmatics, cross-cultural pragmatics, L2 pragmatics, and instructional pragmatics. With the recent advances in technology, the guidelines and practices for effectively designing web-based pragmatic materials were also incorporated. One of the GTAs, who was a native speaker of Mandarin Chinese and taught the language in the program, was observed as a focal participant to track the development of her pragmatic knowledge and application. Overall, the participants' positive evaluation ratings and comments on the seminar, as well as the focal Chinese GTA's demonstrated knowledge and application in pragmatics over time, suggest that the pragmatics-focused training is beneficial to cultivate the GTAs' professional knowledge and qualities in delivering pragmatics instruction.

A lesson plan for planning lessons

BackgroundPreparing, performing, and evaluating the effectiveness of a lesson plan are essential nurse educator skills. This study describes an innovative teaching strategy designed to build a nurse educator's academic skill set. MethodQualitative retrospective exploratory descriptive design of an innovative teaching strategy meant to enhance competency and confidence in the nurse educator's lesson planning skills. The teaching strategy is described and themes were identified from student evaluative comments. Comments were analyzed using a triangulated content analysis process. ResultsData were categorized into Take-Away Point main themes with sub-themes noted in parentheses. Lesson Planning main themes were Time Consuming; Toolkits are Helpful (Madness to Methods E-cards, Alternative Plans, The Fink Lesson Map Template); Components Help Organize (Learning Objectives, Student-Centered); and Reflection Offers Growth Opportunities (Learning, and Faculty Development). The Muddiest Points' main themes were Curriculum Mapping and Experience. ConclusionGraduate nurse educator students valued structured guidance and peer collaboration while learning lesson planning. This teaching strategy may also aid faculty development by enhancing nurse educator role confidence and career fulfillment.

IMPROVING STUDENTS’ VOCABULARY THROUGH WORDWALL APPLICATION

This article used the library research method to gather information by understanding and researching theories from various sources such as books, journals, and existing studies. The method used qualitative research that focuses on gathering information about the natural environment and using researchers as the main instrument. This study aims to analyze the responses and experiences of first-year high school students and how the Wordwall application helps them improve their English vocabulary during their studies. Literary research method is used. The data collection method used is the documentation method. Content analysis was used as a data analysis technique. In order to maintain the accuracy of the evaluation and avoid false information, the material was analyzed by cross-checking and re-reading the literature, and the evaluator's comments were taken into account. The result of this study is that Wordwall proves to be an effective teaching method that helps improve students' vocabulary in preparation for future assignments. Word wall apps can also be used while studying, which is very useful for developing students' vocabulary

Interpreting Perlocutionary Speech Acts on Aggravation and Mitigation Circumstances: The Case of the former ICTR

This article attempts to interpret the interactivity between force of utterance and aggravating and mitigation circumstances during the ICTR sentencing process. This process which is essential in determining whether the judges’ evaluative comments aimed to address aggravation and mitigation circumstances are predictive of the ensuing sentences. The data for this article were accessed from the 1995-2000 Basic Documents and Case Law CD-ROM of the then International Criminal Tribunal for Rwanda (ICTR) in Arusha, Tanzania, focusing on the then thirteen (13) completed cases retrievable from http://www.ictr.org. Informed by the Speech Act Theory and using Wordsmith to determine the frequency of linguistic terms at airing aggravation, the study was done on seventy-two thousand words, paying attention to interpreting the language used to address aggravating and mitigating circumstances. Findings show that emotive evaluations are not a major characteristic in sentencing, and where in use, they do not predict the harshness of punishments given.

The Difference a Three-Minute Video Makes: Presence(s), Satisfaction, and Instructor-Confidence in Post-Pandemic Online Teacher Education

Some research has shown that using videos in online courses can promote learner’s connection to the instructor (Banerjee et al., 2020). This quasi-experimental self-study aimed to explore the impact of brief three-minute instructor-generated videos in twin segments of an online graduate teacher education seminar focused on Globalization, Communities, and Schools. Specifically, we sought to understand the extent to which the insertion of these videos influenced teacher candidates’ perceptions of the dynamics of a Community of Inquiry (CoI) and their overall satisfaction as learners. The quantitative analysis of survey data using T-tests showed no statistically significant difference in overall learner satisfaction, social presence, teaching presence, or instructor social presence between the course with and without videos. However, there were significant differences in several individual items within each survey instrument. Student interviews and course evaluation comments were examined for themes revealing the strong presence of the instructor in various ways such as personalized feedback and caring tone. These findings suggest that while the videos may not have a significant impact on overall satisfaction, they do contribute to a more personalized and caring learning environment. Follow-up discussions with the instructor also revealed the reluctance to include short videos was grounded in his fear of inadvertently compromising the accessibility standards he wanted to honor–suggesting a continued need for growth in online instructors’ digital competencies and additional research into the perceived obstacles of expanding modalities of online graduate teacher education.

진주소방서 구급활동일지 평가소견 텍스트 마이닝 분석 연구

진주소방서 구급활동일지 평가소견 텍스트 마이닝 분석 연구

‘Learn Jafaikan in two minutes’ – Multicultural London English, enregisterment and ideology in English newspapers

This paper delves into the concept of ‘enregisterment,’ which defines processes and practices linking linguistic repertoires with social meanings, by examining meta-linguistic commentary in newspapers. Focussing on ‘Multicultural London English (MLE),’ the study analyses 200 articles from major British newspapers (2006–2022) qualitatively and quantitatively. The research uncovers recurring linguistic shibboleths, indexically linked social meanings, and prevalent language ideologies concerning MLE and other London dialects. Results reveal a consistent emphasis on specific linguistic shibboleths repeated in articles. Indexical links for ‘MLE’ are constructed through evaluative comments, alarmist metaphors employing xenophobic immigration tropes, and loaded keywords. ‘Cockney’ and ‘Estuary English’ are portrayed more favourably and, together with ‘Received Pronunciation (RP)’, serve to stigmatise MLE. This study underscores the role of media discourse in shaping the enregisterment of dialects, contributing to social stratification and the ‘othering’ of certain linguistic varieties.

Exploring the use of ChatGPT to analyze student course evaluation comments

BackgroundSince the release of ChatGPT, numerous positive applications for this artificial intelligence (AI) tool in higher education have emerged. Faculty can reduce workload by implementing the use of AI. While course evaluations are a common tool used across higher education, the process of identifying useful information from multiple open-ended comments is often time consuming. The purpose of this study was to explore the use of ChatGPT in analyzing course evaluation comments, including the time required to generate themes and the level of agreement between instructor-identified and AI-identified themes.MethodsCourse instructors independently analyzed open-ended student course evaluation comments. Five prompts were provided to guide the coding process. Instructors were asked to note the time required to complete the analysis, the general process they used, and how they felt during their analysis. Student comments were also analyzed through two independent Open-AI ChatGPT user accounts. Thematic analysis was used to analyze the themes generated by instructors and ChatGPT. Percent agreement between the instructor and ChatGPT themes were calculated for each prompt, along with an overall agreement statistic between the instructor and two ChatGPT themes.ResultsThere was high agreement between the instructor and ChatGPT results. The highest agreement was for course-related topics (range 0.71-0.82) and lowest agreement was for weaknesses of the course (range 0.53-0.81). For all prompts except themes related to student experience, the two ChatGPT accounts demonstrated higher agreement with one another than with the instructors. On average, instructors took 27.50 ± 15.00 min to analyze their data (range 20–50). The ChatGPT users took 10.50 ± 1.00 min (range 10–12) and 12.50 ± 2.89 min (range 10–15) to analyze the data. In relation to reviewing and analyzing their own open-ended course evaluations, instructors reported feeling anxiety prior to the process, satisfaction during the process, and frustration related to findings.ConclusionsThis study offers valuable insights into the potential of ChatGPT as a tool for analyzing open-ended student course evaluation comments in health professions education. However, it is crucial to ensure ChatGPT is used as a tool to assist with the analysis and to avoid relying solely on its outputs for conclusions.

Cybergossip in adolescence: Its relationship with social competency, empathy, emotions in online communication and socio-emotional e-competencies by gender and age

Cybergossip involves making evaluative comments about third parties through digital devices, a behaviour accentuated by the use of social networks and associated with the intensification of cyberbullying, especially among adolescents. Certain studies suggest that there may be a relationship between cybergossip and socio-emotional variables. However, few studies have analysed this, and even fewer have considered a further series of variables that are evaluated in the online environment, taking into account gender and age differences. Thus, the aim of this study is to analyse the predictive capacity of social competency, empathy, emotional online content (e-motions), and socio-emotional e-competencies in relation to cybergossip. In order to achieve this, we conducted a large-scale survey among Spanish adolescents (n = 992) aged 12–16 (54.4% girls, M = 13.80, and SD = 1.27). Results showed that cybergossip increases with age, with a similar frequency in boys and girls. Regression analysis showed that the variables we evaluated in the online environment can improve our knowledge about cybergossip in relation to social competency and empathy. Moreover, e-motions, which tend to come into play in the transmission of online messages, increase the frequency of cybergossip. Socio-emotional e-competencies, however, can reduce its occurrence, thereby helping adolescents adapt to online interaction environments. Certain socio-emotional e-competencies stand out: e-regulation of emotions in girls, e-self-control of impulsivity in boys, and emotional e-independence in both genders and in older adolescents. Finally, we highlight the need for adolescents to develop specific online emotional competencies.

Evaluation of a Generative Language Model Tool for Writing Examination Questions

ObjectiveTo describe an evaluation of a generative language model tool to write examination questions for a new elective course focused on the interpretation of common clinical laboratory results being developed as an elective for students in a Bachelor of Science in Pharmaceutical Sciences program. MethodsA total of 100 multiple-choice questions were generated using a publicly available large language model for a course dealing with common laboratory values. Two independent evaluators with extensive training and experience in writing multiple-choice questions evaluated each question for appropriate formatting, clarity, correctness, relevancy, and difficulty. For each question, a final dichotomous judgment was assigned by each reviewer, usable as written or not usable written. ResultsThe major finding of this study was that a generative language model (ChatGPT 3.5) could generate multiple-choice questions for assessing common laboratory value information but only about half the questions (50% and 57% for the 2 evaluators) were deemed usable without modification. General agreement between evaluator comments was common (62% of comments) with more than 1 correct answer being the most common reason for commenting on the lack of usability (N = 27). ConclusionThe generally positive findings of this study suggest that the use of a generative language model tool for developing examination questions is deserving of further investigation.

A new evaluation of the decay data for 166Ho

The β−-emitter 166Ho is of interest as a potential radiolabel for therapeutic medical applications. A new decay data evaluation for 166Ho has been performed using the Decay Data Evaluation Project (DDEP) methodology. New recommended values for the half-life, γ-ray emission probabilities, β−- branching ratios, and other relevant nuclear and atomic data are provided. This paper provides a summary of the evaluation; the complete set of recommended data tables and detailed evaluator comments are available at the DDEP website.

The use of deep learning integrating image recognition in language analysis technology in secondary school education.

This work aims to investigate the application of advanced deep learning algorithms and image recognition technologies to enhance language analysis tools in secondary education, with the goal of providing educators with more effective resources and support. Based on artificial intelligence, this work integrates data mining techniques related to deep learning to analyze and study language behavior in secondary school education. Initially, a framework for analyzing language behavior in secondary school education is constructed. This involves evaluating the current state of language behavior, establishing a framework based on evaluation comments, and defining indicators for analyzing language behavior in online secondary school education. Subsequently, data mining technology and image and character recognition technology are employed to conduct data mining for online courses in secondary schools, encompassing the processing of teaching video images and character recognition. Finally, an experiment is designed to validate the proposed framework for analyzing language behavior in secondary school education. The results indicate specific differences among the grouped evaluation scores for each analysis indicator. The significance p values for the online classroom discourse's speaking rate, speech intelligibility, average sentence length, and content similarity are -0.56, -0.71, -0.71, and -0.74, respectively. The aim is to identify the most effective teaching behaviors for learners and enhance the support for online course instruction.

Science students develop multiple employability literacies from large, early-year courses without employability modules

Concerns have been raised about the employability of Science graduates, however undergraduate Science curricula rarely focus on building employability. Our goal is to harness existing Science-focused curricula to improve Science graduate employability. In this study we asked whether students could identify learning of employability literacies from their experiences in undergraduate Science courses that do not explicitly teach employability literacies. To address these questions, we employed a short reflective activity in three large first year courses; these courses focused on scientific content and processes, and did not include employability modules. We asked students to choose an employability literacy from a menu and describe how components of the course prompted them to develop this literacy. Students chose a wide variety of literacies and linked their development to multiple aspects of their course experience. They also consistently indicated they had achieved multiple literacies from their course. Course coordinators highlighted the strength-based quality of the reflections, which differed from the usual course evaluation comments given by students. Coordinators who used the reflection activity in the first year were eager to continue in subsequent semesters and years. This mechanism gives students and staff the opportunity to understand the wide and varied opportunities for employability skill development that already exist in undergraduate Science courses. The approach does not require course teaching amendments or student skill-building instruction. This study shows that students can achieve multiple employability literacies from early-year courses, and raises new possibilities around how we can boost students’ understanding and development of their employability.

Reliable and Sustainable Product Evaluation Management System Based on Blockchain

To facilitate the consumers’ online shopping, it is very necessary to build a reliable and sustainable product evaluation management (PEM) system to store, secure, and retrieve the evaluation data of products. To this end, we propose a novel PEM system based on blockchain technologies. In this PEM system, the evaluation data of products including evaluation scores and comments are stored in the interplanetary file system (IPFS), and then the data hash addresses are returned and stored on the blockchain. Then, the retrieval of evaluation data is implemented by designing and deploying smart contracts on the Ethereum blockchain. Since it is almost impossible to change any data stored in blockchain and IPFS, the proposed PEM system can protect the comment data from intentional or unintentional modifications. Moreover, the proposed PEM system allows users to efficiently and reliably retrieve the relevant evaluation data of a certain product by a given query keyword with the increase of data stored on the blockchain. In addition, to achieve high sustainability, the proposed system also contains an economic incentive mechanism, which is beneficial to form a virtuous circle in online shopping. The proposed system is simulated on the popular blockchain platform, i.e., Ethereum with Solidity programming language. The experimental results and analysis demonstrate that the proposed PEM system achieves desirable usability, reliability, and sustainability.

Participation of referential mechanisms of subject nominations in the implementation of reliability in English and Belarusian media texts

Taking into account the proportion of objective and subjective, accurate and approximate in reporting of events, the problem of information reliability in different media cultures, is relevant not only from the linguistic point of view, but also proves to be essential for every modern consumer of information. This article is devoted to establishing correlations between the referential mechanisms of subject nominations that encode sources of information and parameters of the reliability of what is reported in English and Belarusian media texts of various genres. The research is based on the methods of analysis, comparison and classification; methods of contextual, semantic and linguo-pragmatic analysis. It has been established that in both media cultures, the referential characteristics of subjects have a direct impact on the reliability of the message in terms of the accuracy / inaccuracy parameter of the language nomination of information sources: the use of a referential subject contributes to an increase in the reliability of the reported data; a non-referential subject, as a rule, reduces the reliability and in limited cases does not change its indicators. It is shown that referential subjects, which are cognitive authorities, participate in the implementation of factual and communicative reliability; non-referential subjects as pseudo-cognitive authorities contribute to the preservation of communicative reliability only and do not provide any of the reliability types if they are sources with an unknown reputation. Taking into account the parameter of objectivity / subjectivity in the modern English and Belarusian press, it was revealed that in both media cultures submitting information exhibits a thematic-genre determination, the absence of simple correlations ‘one-sided reporting – subjectivity’, ‘multisided reporting – objectivity’, the interpenetration of objectivity and subjectivity depending on multiple subjects. It is shown that the objective reporting is possible when the event is covered in a balanced way: without a discourse overweight in favor of one of the parties and without evaluative comments from the journalist-narrator.

Certified Nurse-Midwives as Teachers: Expanding Interprofessional Collaboration Learning Opportunities for Medical Students on the Obstetrics and Gynecology Clerkship.

Interprofessional experiences provide critical exposure to collaborative health care teams, yet medical students often lack this experience during clinical clerkships. We created a labor and delivery triage rotation exclusively staffed by certified nurse-midwives in the obstetrics and gynecology clerkship to address this gap. We sought to evaluate the clinical learning experiences of medical students rotating on this midwife-supervised collaborative team. Between 2018 and 2020, we electronically sent all medical students an evaluation after each required clerkship. Our primary outcome was the quality of teaching score, as defined by level of agreement on a 5-point Likert scale with a statement regarding teaching quality. A secondary outcome evaluated scores from the National Board of Medical Examiners (NBME) Obstetrics and Gynecology subject examination taken by all students at the end of the rotation. Evaluations and assessments were compared between students rotating on labor and delivery triage and those who did not. Evaluation comments from students rotating on labor and delivery triage were collated to identify common themes. Of 374 students, 370 (98.9%) completed the end-of-clerkship course evaluation and 312 (83.4%) completed teaching evaluations. Sixty-seven students (17.9%) rotated in labor and delivery triage; of these, 52 (77.6%) completed both the course and triage rotation evaluations. There were no differences in the mean quality of teaching scores (3.9 ± 1.2 versus 3.8 ± 1.2, p = 0.54) or in NBME Obstetrics and Gynecology subject examination scores between students rotating in labor and delivery triage compared to all other rotations (79.9% ± 7.2% vs 80.2% ± 7.8%, P = 0.436). Comments from teaching evaluations highlighted student exposure to the midwifery philosophy of care model. This work demonstrates the feasibility and benefits of this midwife-led authentic interprofessional collaborative experience for medical students. This model can serve as an example of how to implement and evaluate interprofessional collaboration experiences in the clinical setting.