Expert Faculty Research Articles

Characteristics differentiating problem representation synthesis between novices and experts.

Formulating a thoughtful problem representation (PR) is fundamental to sound clinical reasoning and an essential component of medical education. Aside from basic structural recommendations, little consensus exists on what characterizes high-quality PRs. To elucidate characteristics that distinguish PRs created by experts and novices. Early internal medicine residents (novices) and inpatient teaching faculty (experts) from two academic medical centers were given two written clinical vignettes and were instructed to write a PR and three-item differential diagnosis for each. Deductive content analysis described the characteristics comprising PRs. An initial codebook of characteristics was refined iteratively. The primary outcome was differences in characteristic frequencies between groups. The secondary outcome was characteristics correlating with diagnostic accuracy. Mixed-effects regression with random effects modeling compared case-level outcomes by group. Overall, 167 PRs were analyzed from 30 novices and 54 experts. Experts included 0.8 fewer comorbidities (p < .01) and 0.6 more examination findings (p = .01) than novices on average. Experts were less likely to include irrelevant comorbidities (odds ratio [OR] = 0.4, 95% confidence interval [CI] = 0.2-0.8) or a diagnosis (OR = 0.3, 95%CI = 0.1-0.8) compared with novices. Experts encapsulated clinical data into higher-order terms (e.g., sepsis) than novices (p < .01) while including similar numbers of semantic qualifiers (SQs). Regardless of expertise level, PRs following a three-part structure (e.g., demographics, temporal course, and clinical syndrome) and including temporal SQs were associated with diagnostic accuracy (p < .01). Compared with novices, expert PRs include less irrelevant data and synthesize information into higher-order concepts. Future studies should determine whether targeted educational interventions for PRs improve diagnostic accuracy.

Development of E-Modules Based on Problem-Based Learning to Improve Problem-Solving Skills and Student Self-Efficacy

The purpose of this research was to develop and assess the validity, practicality, and effectiveness of an e-module on plant development using problem-based learning. The study was conducted at Universitas Negeri Malang, involving 63 third-semester biology students as research participants. The research employed the research and development approach, following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The validity test and practitioner evaluation were conducted by three expert faculty members, including a content expert, a media expert, and a practitioner expert. The effectiveness of the e-module was assessed through pretests and posttests, analyzing students' problem-solving skills and self-efficacy using ANCOVA. The media validity test revealed a score of 89.33% in the valid category, while the material experts scored 100% in the very valid category. The practitioner evaluation resulted in a score of 96.19% in the very practical category. The effectiveness test indicated significant values of 0.002 and 0.023 for problem-solving skills and self-efficacy, respectively, both of which were below the 0.05 significance level. This implies that there is a significant difference in the mean scores between the classes using problem-based e-modules and those employing problem-based learning without e-modules. Based on these findings, it can be concluded that the developed e-module is highly suitable as a learning resource for students.

The latest insights into rare blood disorders: Diagnosis and treatment strategies.

Because immune-mediated rare blood disorders are uncommon, healthcare providers often lack the knowledge and experience necessary to identify, diagnose, and treat them in accordance with best practices. As a result, there are significant gaps in care, including delays in diagnosis and suboptimal treatment. To ensure that more patients with these rare disorders are offered quality, evidence-based care, it is essential that healthcare providers possess up-to-date information about best practices and new developments in this area of medicine. In this activity, composed of three podcasts, an expert moderator will interview three expert faculty members about evidence-based guidelines for the diagnosis and treatment of acquired thrombotic thrombocytopenic purpura; developments in the diagnosis and treatment of cold agglutinin disease; and the challenges of achieving enduring remission in patients with immune thrombocytopenia.

Analisis pengelolaan limbah oli bekas pada pelaku usaha bengkel mobil di kelurahan Cipamokolan kota Bandung

This study aims to analyze the management of hazardous and toxic waste (B3), specifically used oil waste, generated by small automobile workshops in Cipamokolan Village. The disposal of used oil into the environment can have negative impacts, such as soil infertility, plant death, and health issues for the surrounding community. This research employs a qualitative method with data collection through observation, interviews, and questionnaire distribution. The data analysis technique utilizes a triangulation approach, which includes data collection, data analysis, verification, and conclusion drawing. Data verification is conducted through confirmation from research subjects, data analysis, and validation by expert faculty members. The research is carried out by observing two randomly selected small automobile workshops in Cipamokolan Village. The findings indicate that a portion of the used oil waste is handed over to oil collection services, while the remaining portion is used as a lubricant for compressor machines. Therefore, there is a need for educational efforts to enhance the understanding of automobile workshop operators regarding the management of used oil waste. It is expected that these efforts will improve the awareness of automobile workshop operators in relation to the handling of used oil waste, thereby reducing the negative impact of environmental pollution.

Need assessment of medical school curriculum for MOOCs: perspectives of instructors and students of Shiraz University of Medical Sciences

IntroductionDesigning, developing, and implementing a course without assessing and prioritizing instructional needs may result in inefficiency due to the disregard for the actual needs of the target population. The present study aimed to determine and prioritize medical students’ instructional needs regarding Massive Open Online Courses (MOOCs) at Shiraz University of Medical Sciences.MethodsThis survey study was carried out in three stages (2020–2021) using the Delphi technique. Purposive and snowball sampling methods were used to select the instructors. The students were selected through simple random sampling. The first round of the Delphi technique involved a questionnaire consisting of one open-ended question, completed by 49 basic/clinical faculty members and 47 senior medical students. In the second round, a 5-point Likert scale-based questionnaire was used to prioritize the instructional needs. The reliability of the questionnaire was verified by Cronbach’s alpha coefficient. In the third round, a focus group was used. A total of six expert faculty members and one senior medical student were invited to the focus group session to prioritize the needs. Data were analyzed using Friedman’s non-parametric ranking test in SPSS version 26.ResultsTen instructional needs priorities were extracted, including common pharmacotherapies (antibiotics and narcotics), prescriptions, physiology, anatomy, physical examination, electrocardiography interpretation, radiography, computed tomography scans, serum electrolyte disorders, and cardiovascular and internal (endocrine and metabolic) diseases. The chi-squared calculated value (715.584) indicated a significant difference in the importance of the questionnaire’s questions (P < 0.001). These questions did not have equal value, and the importance, from the respondent’s point of view and the observed distribution of ranks, was not the output of a random factor.ConclusionsThe findings of this study can be used to design MOOCs, revise instructional programs, and adapt the curriculum to meet the needs of general practitioners, which will, in turn, help meet the medical needs of the general population.

Cytotechnology schools: Future outlook.

Recent changes in the standard and guidelines governing the education of cytotechnologists herald in a new era of cytology education. The long-discussed move to master level education and name change of the professional to cytologist signifies an alignment with current and projected scope of mid-level diagnostic cytology practice. Cytotechnology programs going forward are charged with implementing curricular changes that prepare practitioners to perform tasks such as computer assisted screening, and cell block interpretation as well as to perform evidence-based research methods. Cytotechnology education programs are sure to face challenges particularly in student recruitment and the hiring of expert faculty. There are however opportunities for programs to develop innovative teaching techniques, recruit from underrepresented groups and collaborate to develop needed curricular resources. The future outlook for cytotechnology programs is that they are at a turning point, poised to educate the next generation of pathology extenders who will continue to be integral members of the patient care team.

Family Medicine Residency Program Directors' Perception of Curricular Elements Related to Autism: A CERA Study.

The family medicine (FM) approach to health care across the life span is well-suited to providing care for persons living with autism spectrum disorder (ASD). Little is known about ASD curricula in FM residency training and the characteristics of FM residency programs that prepare their residents to care for persons with this disorder. Our study questions were part of a larger omnibus survey by the Council of Academic Family Medicine Educational Research Alliance (CERA) with data collection from November 16 to December 18, 2022, from FM residency program directors (PDs). ASD curricula were investigated using 10 questions, with descriptive analyses and nonparametric comparisons between program variables and ASD curriculum. The response rate was 42.18%, with FM PDs reporting that their programs were preparing residents in the care of youth (71.53%) and adults (68.33%) with ASD, but to a lesser extent (58.89%) in facilitating transitions of care. Programs with faculty champions, access to published curricula, sufficient patients with ASD, and engagement of interprofessional faculty reported a higher proportion of resident preparedness. PDs of community-based programs were most confident in their ability to teach ASD care and transitions of care. Most FM PDs modestly agreed that they are preparing residents to provide care to patients with ASD and their families. PDs of programs with greater access to resources (ie, published curriculum, faculty champions, sufficient patients with ASD, interprofessional faculty experts) believed that their residents were more prepared. Community-based FM educators may help lead the way in providing models for care and education in this regard.

Fostering Proficiency in Essential Skills among Emergency Medicine Residents through Simulation-Based Education

Introduction: Simulation-based education has become a crucial element within emergency medicine (EM) residency programs. Medical education places great emphasis on competency-based assessments, and high-fidelity simulation has emerged as an effective methodology to support these assessments. Objective: The Accreditation Council for Graduate Medical Education (ACGME) defines a set of core competencies that healthcare professionals must acquire to ensure the delivery of safe and effective patient care. In our study, we sought to investigate the impact of simulation-based education on the enhancement of ACGME core competencies among emergency medicine residents. Method: We conducted a prospective observational study at our institute, involving all current EM residents. Each month, we conducted a high-fidelity immersive simulation session, featuring three separate scenarios for both first year (R1) and second year (R2) residents. From August 2020 to April 2023, a total of 36 simulation sessions were conducted, encompassing 108 scenarios. To assess performance in clinical and non-technical skills, the expert faculty used our custom-designed objective structured assessment tool, the Emergency Medicine Simulation Assessment Tool (EMSAT). This tool evaluated performance across 15 sub-tasks (9 (60%) clinical and 6 (40%) non-technical skills). Each sub-task was mapped to the ACGME core competency; Patient Care (PC), Medical Knowledge (MK), Practice Based Learning (PBL), Systems Based Practice (SBP), Interpersonal and Communication Skills (ICS), and Professionalism (P). The achieved scores for each competency were converted into percentages for analysis. The data was divided into two groups. The first 18 sessions (54 scenarios) formed phase-I, while the last 18 sessions (54 scenarios) constituted phase-II. A two-tailed paired T-test was utilized to compare the two phases. Our primary outcome measure focused on the improvement observed across all six ACGME core competencies. Results: The paired T-test results revealed a significant and substantial difference in all six core competencies between phase-I and phase-II. The mean scores demonstrated a significant improvement between two phases i.e., PC (M=55.1, M=84.4), MK (M=57.2, M=83.6), PBL (M=60.5, M=88.4), SBP (M=62.2, M=89.7), ICS (M=61.8, M=89.7), and P (M=64, M=89.9). Conclusion: The implementation of high-fidelity immersive simulations in the training of emergency medicine residents yielded remarkable advancements across all six ACGME core competencies.

Dual Coaching of Medical Clerkship Students' History Taking Skills by Volunteer Inpatients at the Bedside and Faculty Physicians on Zoom During the COVID-19 Pandemic.

Coaching is a well-described means of providing real-time, actionable feedback to learners. We aimed to determine whether dual coaching from faculty physicians and real inpatients led to an improvement in history-taking skills of clerkship medical students. Expert faculty physicians (on Zoom) directly observed 13 clerkship medical students as they obtained a history from 26 real, hospitalized inpatients (in person), after which students received immediate feedback from both the physician and the patient. De-identified audio-video recordings of all interviews were scored by independent judges using a previously validated clinical rating tool to assess for improvement in history-taking skills between the two interviews. Finally, all participants completed a survey with Likert scale questions and free-text prompts. Students' history-taking skills - specifically in the domains of communication, medical knowledge and professional conduct - on the validated rating tool, as evaluated by the independent judges, did not significantly improve between their first and second patient interviews. However, students rated the dual coaching as overwhelmingly positive (average score of 1.43, with 1 being Excellent and 5 being Poor), with many appreciating the specificity and timeliness of the feedback. Patients also rated the experience very highly (average score of 1.23, with 1 being Excellent and 5 being Poor), noting that they gained new insights into medical training. Students value receiving immediate and specific feedback and real patients enjoy participating in the feedback process. Dual physician-patient coaching is a unique way to incorporate more direct observation into undergraduate medical education curricula.

INTEGRATING AGE-FRIENDLY CARE INTO THE ONCOLOGY CONTINUUM

Abstract The number of older adults diagnosed with cancer is steadily rising, and measures for equitable, high-quality care in oncology are relatively undefined. The Association of Community Cancer Centers (ACCC), in collaboration with the Institute for Healthcare Improvement (IHI), led the first oncology-focused cohort guided by the 4Ms Framework for Age-Friendly Health Systems. Representatives from 22 cancer programs across the United States participated in a learning and action period to collaborate on building a program that provides optimal care for the older adult population. The Action Community consisted of a six-part didactic webinar series led by subject matter experts in geriatric oncology to apply the 4Ms model: What Matters, Mobility, Mentation, and Medication. ACCC asked sites to evaluate their program’s alignment with current standards using the ACCC Geriatric Gap Assessment tool and IHI’s 4Ms Care Description. Throughout the webinar series, participating sites in hospital and ambulatory settings identified a multidisciplinary team to improve workflows. The respondents answered questions regarding the frequency of assessments, documentation, and addressing inequities in their cancer program. Through a webinar poll, 90% of the participants from the multidisciplinary cancer team stated that medication was the most challenging “M” to implement and that further guidance from faculty experts was needed. More than half of the sites are progressing to earn level one (participant) or level two (committed to care excellence) recognition in the Age-Friendly Health Systems movement. ACCC has provided and will continue to provide health systems with resources for scale-up in their Age-Friendly journey.

ACCELERATING DEMENTIA RESEARCH AND EARLY-CAREER DEVELOPMENT THROUGH THE SUMMER RESEARCH INSTITUTE

Abstract Today, there are more than six million Americans living with Alzheimer’s disease and more than 11 million unpaid caregivers. By 2060, the number of Americans living with Alzheimer’s could reach 14 million. These statistics highlight the need for early career investigators to join the dementia research workforce and accelerate breakthroughs in this field. In 2020, the National Institutes on Aging (NIA) funded the Alzheimer’s Association Interdisciplinary Summer Research Institute (AA-ISRI) focused on early career investigators interested in psychosocial and public health research related to dementia. AA-ISRI is a five-day immersive experience in which 24 early career investigators are selected to come to Chicago, attend didactic lectures led by expert faculty, develop research proposals in small groups, and receive one-to-one mentoring. Participants leave AA-ISRI with a greater understanding of the tools needed to succeed in dementia research and an extensive network of colleagues and mentors. Based on evaluations collected from participants from the first two years of the program, 97% of respondents indicated they were satisfied with the program, 94% felt the program increased their understanding of Alzheimer’s, and 90% said the program improved their independent research skills. Participants have shared that AA-ISRI is a highly unique opportunity that every early career investigator in the field should attend. Alumni from the first two years of AA-ISRI have gone on to publish 40+ peer-reviewed publications and have been awarded 15+ grants. This poster will review the development of AA-ISRI, key outcomes, and its impact on the future of dementia research.

Abstract 11876: Impact of Online Continuing Medical Education on Advancing Physician Knowledge and Confidence Around Dual-Pathway Inhibition for Patients With Peripheral Artery Disease

Background: Patients with PAD are at risk for MACE and MALE. Antithrombotic therapy, including DPI can improve patient outcomes. Physicians who care for patients with PAD may require education to improve knowledge and confidence around employing newer treatments. Purpose: This study was conducted to determine if online CME could improve physician knowledge and confidence of advances in DPI for the treatment of patients with PAD. Methods: The educational program consisted of a 15-minute online video-based rapid-fire discussion between 2 experts that launched March 24, 2021-March 24, 2022. Data were collected from participants on March 24, 2022. Four multiple choice questions were used; 3 assessed knowledge and 1 determined confidence with Likert-type scale. Endpoints were assessed using a repeated-pair design with pre-/post-assessment. A paired samples t-test was conducted on overall average number of correct responses for physician knowledge, and a McNemar’s test was conducted at the question level (significance level, P &lt; .05) for confidence. Results: 855 physicians completed the pre-/post-assessment out of 3,825 total physician learners (22%). Physician specialties included general cardiology (28%), vascular cardiology (15%), vascular surgery (15%), other surgery (20%), and primary care (22%). Overall, significant improvements were seen in knowledge of medical treatment for PAD (P&lt;.001), data for the use of factor Xa inhibition to treat PAD (P&lt;.001), and confidence in selecting antithrombotic therapy (P&lt;.001) (Table). Gains in knowledge and confidence were highest amongst vascular specialists compared with non-vascular specialists (Table). Conclusion: This study demonstrates the effect of a 15-minute online video-based CME discussion between 2 expert faculty on knowledge and confidence among providers caring for patients with PAD related to advances in antithrombotic therapy. Continued gaps were identified for future educational targets.

Evaluation of a Remote Curriculum to Improve Internal Medicine Resident Knowledge and Confidence in Oncologic Emergency Identification and Management

Background Oncologic emergencies (OEs) are life-threatening complications of malignancy that can present in multiple clinical settings and necessitate early recognition and intervention. Most medical resident training is experiential, but variability in exposure can yield gaps in medical knowledge that could result in delayed patient care. Remote curricula are commonly used to fill these gaps and reduce classroom burden on trainees. Given their time-sensitive nature, OEs are a prime target to augment clinical experience with a supplementary curriculum to prepare residents for new scenarios. This study evaluates whether an original, remote curriculum improves internal medicine resident knowledge of and confidence in recognition and management of OEs. Methods With expert faculty input, we developed a remote curriculum for first-year internal medicine residents at a tertiary care academic medical center. The curriculum includes 6 OEs: tumor lysis syndrome (TLS), hypercalcemia (hyperCa), neutropenic fever (NF), hyperviscosity syndrome and leukostasis (HVS/LS), superior vena cava (SVC) syndrome, and malignant spinal cord compression (CC). OEs were selected based upon prominence in the literature, morbidity and mortality, need for urgent management, and association with malignancy. We created an online lesson in Qualtrics for each OE. Each lesson was designed to be completed in 15 minutes via computer or smartphone. Lessons were delivered by email every 10 days, with reminders every 5 days. Learning objectives for each OE lesson were to 1) identify concerning signs and symptoms, 2) order appropriate workup, and 3) provide prompt management in the appropriate clinical setting. Lessons included clinical questions and evidence-based information delivery contextualized by case presentations. We evaluated the curriculum's efficacy with a randomized, controlled study. First-year residents were randomly assigned to two groups (“Intern A” and “Intern B”). We built assessments of knowledge and confidence with expert faculty input. Confidence in identifying and managing each OE was assessed by Likert scale (“1 - completely confident,” “5 - not at all confident”). Knowledge was evaluated with 3 multiple choice questions per OE, for a maximum knowledge score of 18. After both groups completed the pre-test, Intern A received the curriculum. After curriculum completion, both groups completed the post-test. All interns were required to complete the curriculum, but research participation was optional. Residents consented to participation prior to each test administration. All lessons and research activities were anonymous. Analysis was completed in GraphPad Prism 9 using the unpaired t-test or one-way ANOVA with post-hoc testing, as appropriate. Results Thirty-nine internal medicine residents completed the curriculum. Twenty were assigned to Intern A and 19 to Intern B. Intern A had 10 pre-test respondents (50.0%) with a mean knowledge score of 9.13 (50.7% correct), and Intern B had 13 pre-test respondents (68.4%) with a mean knowledge score of 9.35 (51.9% correct). There were no differences by OE-specific score. Baseline confidence was similar between groups (Table 1). Comparison of mean knowledge scores is shown in Figure 1. Intern A and B had 9 (45.0%) and 10 (52.6%) post-test respondents, respectively. Both Intern A (mean 14.2; 95% CI, 12.8 to 15.7; 78.9% correct) and Intern B (mean 12.2; 95% CI, 10.5 to 13.9; 67.8% correct) significantly improved their knowledge scores compared to prior, though Intern A had a more marked effect size (Intern A mean difference 5.02; 95% CI, 2.84 to 7.21; P&amp;lt;0.0001; Intern B mean difference 2.66; 95% CI, 0.660 to 4.66; P=0.006). Intern A confidence significantly improved from the pre-test in both the identification and management of HVS/LS and SVC syndrome. Intern A confidence was significantly better than Intern B confidence in management of SVC syndrome at the time of the post-test (Table 1). Conclusions Baseline intern OE knowledge scores were sub-optimal. Intern participation in a remote OE curriculum improved knowledge acquisition to a greater degree than experiential learning alone. Confidence in identification and management of OEs with low pre-existing confidence, such as HVS/LS and SVC syndrome, improved in the remote curriculum. Further study should evaluate knowledge retention over time, resident clinical performance, and patient outcomes.

Virtual faculty development program in bioethics evaluated by Kirkpatrick model: A unique opportunity.

With a shortage of teachers willing to deliver bioethics courses, particularly during the COVID-19 pandemic, faculty development in bioethics has become increasingly important for capacity building in medical education. This study aims to determine the impact of an online course on faculty development in teaching bioethics. This quasi-experimental study involved twenty-six multidisciplinary faculty members who participated in an online bioethics course from January 4th to 22nd, 2022. Kirkpatrick's evaluation model was used to assess the participants' reactions, knowledge, and behavior, using online questionnaires and direct observation by expert faculty. SPSS 25 was used for data analysis. The Kirkpatrick evaluation model showed that the course was highly satisfactory in terms of content and delivery, with a significant improvement in clinical faculty's knowledge from pre-test to post-test (14.18 ± 1.601 to 16 ± 2.049, p < 0.05). The participants demonstrated an improved range of teaching and learning methods. The online course on bioethics successfully improved the clinical faculty's knowledge and overall approach to teaching bioethics. These findings highlight the importance of well-constructed faculty development programs, particularly during times of resource constraint such as the COVID-19 pandemic.

THU004 Impact Of Continuous Medical Education At Improving Knowledge And Confidence Related To New And Emerging Pediatric Growth Hormone Deficiency Treatment Options

Abstract Disclosure: A. Larkin: None. C. Capparelli: None. B.S. Miller: Advisory Board Member; Self; Abbvie, Vertice, Ascendis, Bristol-Myers Squibb, Biomarin, Tolmar, Novo Nordisk, Pfizer, Inc. Research Investigator; Self; Abbvie, Amicus, Aeterna Zentaris, Amgen Inc, OPKO, Alexion Pharmaceuticals, Inc., Lumos, Novo Nordisk, Lysogene, Pfizer, Inc. M.E. Geffner: Consulting Fee; Self; Ferring Pharmaceuticals, Adrenas, Neurocrine Biosciences, Novo Nordisk, Eton, Pfizer, Inc., Nutritional Growth Solutions, Nutritional Growth Solutions. Research Investigator; Self; Novo Nordisk. L.A. Silverman: Consulting Fee; Self; Novo Nordisk, Ascendis, Pfizer, Inc., OPKO Health, Tolmar. Research Investigator; Self; Novo Nordisk, Lumos, Pfizer, Inc. Speaker; Self; Pfizer, Inc. Stock Owner; Self; Johnson &amp;Johnson. Introduction: We sought to determine if an online continuing medical education (CME) activity could improve knowledge and confidence of endocrinologists related to new/emerging treatment options for pediatric growth hormone deficiency (GHD). Methods: The CME intervention comprised a 30-min online video-based roundtable discussion among 3 expert faculty with downloadable slides. The effects of education were assessed for learners completing all 3 knowledge pre- and post-assessment questions using a matched pre-/post-assessment design, with participants serving as their own controls. A paired samples t-test was conducted for significance testing on overall average number of correct responses and for confidence rating, and a McNemar test was conducted at the question level (5% significance level, P &amp;lt;.05). Confidence was assessed in a 4th question using a 5-point Likert scale. The activity posted September 29, 2022, and data were collected through November 20, 2022. Results: Within the 2 months of data collection, 176 endocrinologists participated in the activity, with 36 completing all questions. (To date, 182 endocrinologists have participated as of December 12, 2022) Overall, 22% of endocrinologist learners improved their knowledge and 31% more answered ALL questions correctly after education. On a question-level: 8% of endocrinologists demonstrated improvement and 56% demonstrated reinforcement at recognizing gaps with once-daily pediatric GHD treatment options; 8% of endocrinologists demonstrated improvement and 58% demonstrated reinforcement at identifying efficacy comparisons between current daily and new/emerging once-weekly treatment options; 8% of endocrinologists demonstrated improvement and 56% demonstrated reinforcement at selecting the best strategies for team-based care to improve education and adherence in pediatric patients with GHD; Confidence: Overall, 28% of endocrinologists self-reported increased confidence in understanding the mechanism of once-weekly GHD treatment options, for an average confidence shift of +100% in those who increased confidence (P&amp;lt;.05). Continued educational gaps: 36% of endocrinologists need additional education to appreciate gaps with once-daily pediatric GHD treatments; 33% of endocrinologists need additional education to understand efficacy of once-weekly GHD treatment options; 17% of endocrinologists need additional education regarding team-based care of pediatric patients with GHD. Conclusion: This study demonstrates the success of an interactive, 30-min online CME on improving knowledge confidence of endocrinologists regarding once-weekly GHD treatment options, with gaps identified for future education. Presentation: Thursday, June 15, 2023

An Internship Approach to Strengthen the Pathway for Historically Underrepresented Groups in Health Sciences Research: The North Carolina Diversity and Inclusion Pathway Program.

To increase engagement of historically underrepresented groups in health sciences research, we created the North Carolina Diversity and Inclusion Pathway Program (NC-DIPP). This year-long, paid internship provides undergraduate and graduate students from 2 historically Black colleges and universities an opportunity to gain real-world experience under the mentorship of expert faculty. To evaluate the early experiences with the NC-DIPP program, we conducted semi-structured interviews with interns and program leaders. Faculty mentors completed an online questionnaire to describe their experiences to date. A thematic approach was used to analyze the findings. In March-April 2023, 7 of 8 interns (88%), 6 of 11 mentors (54%), and 4 of 4 program leaders (100%) participated in various evaluation components. Overall, respondents agreed about the importance of programs like NC-DIPP, which further engage historically underrepresented groups in the health sciences. Interns had positive feedback about the internship, including real-world work experience, connections to experienced mentors, and early career planning. On a scale of 1 (poor) to 10 (excellent), interns rated their experience as a median of 8.3 (range: 4.5-10.0). Mentors had favorable but slightly lower scores (median: 7.0, range: 5.0-8.0). Areas for improvement were noted, including clearer expectations, improved logistical support, and central engagement of interns across projects. This early evaluation of NC-DIPP was generally favorable across all stakeholder groups. By providing a long-term experience in health science research, such programs can contribute to work experience, career planning, and professional networking.

Outcomes and potential impact of a virtual hands-on training program on MRI staging confidence and performance in rectal cancer

ObjectivesTo explore the potential impact of a dedicated virtual training course on MRI staging confidence and performance in rectal cancer.MethodsForty-two radiologists completed a stepwise virtual training course on rectal cancer MRI staging composed of a pre-course (baseline) test with 7 test cases (5 staging, 2 restaging), a 1-day online workshop, 1 month of individual case readings (n = 70 cases with online feedback), a live online feedback session supervised by two expert faculty members, and a post-course test. The ESGAR structured reporting templates for (re)staging were used throughout the course. Results of the pre-course and post-course test were compared in terms of group interobserver agreement (Krippendorf’s alpha), staging confidence (perceived staging difficulty), and diagnostic accuracy (using an expert reference standard).ResultsThough results were largely not statistically significant, the majority of staging variables showed a mild increase in diagnostic accuracy after the course, ranging between + 2% and + 17%. A similar trend was observed for IOA which improved for nearly all variables when comparing the pre- and post-course. There was a significant decrease in the perceived difficulty level (p = 0.03), indicating an improved diagnostic confidence after completion of the course.ConclusionsThough exploratory in nature, our study results suggest that use of a dedicated virtual training course and web platform has potential to enhance staging performance, confidence, and interobserver agreement to assess rectal cancer on MRI virtual training and could thus be a good alternative (or addition) to in-person training.Clinical relevance statementRectal cancer MRI reporting quality is highly dependent on radiologists’ expertise, stressing the need for dedicated training/teaching. This study shows promising results for a virtual web-based training program, which could be a good alternative (or addition) to in-person training.Key Points• Rectal cancer MRI reporting quality is highly dependent on radiologists’ expertise, stressing the need for dedicated training and teaching.• Using a dedicated virtual training course and web-based platform, encouraging first results were achieved to improve staging accuracy, diagnostic confidence, and interobserver agreement.• These exploratory results suggest that virtual training could thus be a good alternative (or addition) to in-person training.

Development and Validation of an Interactive E-Book in Physics 9

The study developed and validated an interactive e-book in Physics in Grade 9 Science to help augment the learning gaps and the least mastered competencies based on the regional diagnostic assessment. The content of the lessons in the interactive e-book was based on the six (6) least learned, most essential learning competencies that were provided by the Department of Education. The material was conceptualized based on objectives, content or parts, and evaluation tools. The developed interactive e-book was validated in terms of content quality, instructional quality, technical quality, and other findings. Based on the results of the validation of the six (6) faculty experts, it revealed that the crafted material was very satisfactory in all the criteria, which means that it was valid and ready for use by the students. The learners evaluated the developed material in terms of content, adequacy of scope, and appropriateness of exercises. It inferred that the interactive e-book was acceptable and reliable for its intended users. The result of this study has a significant implication to teaching Physics to Grade 9 students. It means that the material can serve as supplementary material since the students were engaged in learning and had shown interest when the lesson involved educational technology, and since there are insufficient modern instructional materials in Physics.

Rajendra Jinjwaria quality of life-22 scale (RJQOL-22) scale

The Rajendra Jinjwaria quality of life-22 (RJQOL-22) scale will help assess the overall quality of life in various acute and chronic diseases such as rheumatoid arthritis, osteo arthritis, and other conditions that affect the quality of life such as cardiovascular, HIV, and cancer. The tool was developed from 29 January 2019 to 01 May 2023 by Rajendra Kumar Jinjwaria at King George's Medical University Lucknow and Banaras Hindu University, Uttar Pradesh, India. The validity of the RJQOL-22 scale was established as per the content validity index (CVI) 98% and validated by more than 100 expert faculty across the world. The scale is standardized and highly valid for assessing the quality of life in acute and chronic diseases. The overall reliability of the scale based on a study was estimated to be (&gt;0.983) through (Cronbach’s alpha value) and it indicates a highly reliable scale. While the individual reliability of group I and group II was 0.989 and 0.978 respectively. The acceptable cut-off value of coefficients was 0.7 for moderate and 0.8 for high reliability. This indicates that the tool used in the studies was highly reliable.

Developing an Inclusive Scholarship Curriculum for Medical Students.

As part of a curriculum renewal, in 2020, Washington University School of Medicine in St. Louis sought to create an integrated curriculum that allows students to explore 4 academic career pathways (advocacy/global health, education, innovation, and research) and engage in scholarship activities-the Inquiry Curriculum. The curriculum needed to focus on foundational scholarship skills that would be applicable to all pathways. This article describes the process used to develop the curriculum learning objectives and lessons learned from initial implementation. The authors used a modified Delphi process to survey faculty experts from the 4 pathways to determine the objectives (March-May 2020). Twenty-four faculty were surveyed about 48 initial objectives created using Glassick's scholarship criteria. After 2 rounds, 28 objectives met consensus. Further oversight committee review and revisions by session leads resulted in 77 unique objectives for 23 sessions in the curriculum that launched in spring 2021. Four themes were identified from student feedback: (1) the Inquiry Curriculum framework creates opportunities for students to gain exposure to various approaches to understanding and addressing health care problems, (2) the curriculum targeted higher-level objectives for traditional research content and lower-level objectives for nontraditional content, (3) Glassick's criteria provided a useful structure for students to understand the rationale for and ordering of content, and (4) the curriculum had natural overlap with content often taught elsewhere in the curriculum, including evidence-based medicine, health equity, public and population health, and quality improvement and patient safety. The authors plan to consolidate sessions where there is redundancy, expand other sessions that require more time, and more purposefully discuss prior content when redundancy is intentional. Exploring other potential measures of curricular success, such as student learning outcomes, scholarly productivity, and impact on future scholarship engagement and career paths, is part of ongoing work.