Fourth Year Of Medical School Research Articles

Pilot Study: Developing Curriculum to Prepare Fourth-Year Medical Students Applying for OBGYN Residency Within the Defense Health Agency.

Obstetrics and gynecology (OBGYN) is becoming increasingly competitive among medical specialties. As a result, many medical schools have frameworks to help their students increase their competitiveness to maximize chances of a successful match. However, "boot camps" have traditionally been geared toward the transition to intern year and not to sub-internships during the fourth year of medical school. We aimed to develop a boot camp for rising fourth-year medical students planning to apply into OBGYN before the initiation of their sub-internships and interview season. Sixteen students enrolled in this course led by faculty OBGYNs at our institution. We utilized a combination of mentorship, coaching, and education to achieve applicant success. The curriculum included formal lectures, surgical skills training, and focused feedback from our applicant development committee. Our response rate was 100% and 94% for the pre-intervention and post-intervention survey, respectively. Before the intervention, the majority of participants felt either neutral (47.4%) or unprepared (21.1%) regarding their knowledge before their sub-internships. However, after the intervention, all reported feeling more prepared for their rotations. All respondents either agreed (60%) or strongly agreed (40%) that the course increased their confidence in performing well on audition rotations. Our match rate increased from 62% for the class of 2022 (before this intervention) to 75% for the class of 2023. In light of the increasing residency match competitiveness, it is crucial to investigate programs that can assist students in developing stronger applications. This reproducible intervention utilizes few resources and can be implemented at most medical schools to better support their OBGYN applicants.

Factors associated with academic performance among medical students at a medical school in South Korea: A retrospective cohort study.

Longitudinal research has provided systematic empirical data on the short- and long-term outcomes of admissions policies, curricular innovations, and complex decisions on students' academic progress. This study aimed to investigate the academic performance of medical students and related factors using cohort database collected from a medical school. The study participants included 134 medical students who graduated from Chonnam National University Medical School in 2022. The medical school's cohort database was used to collect data on demographics, admission, academic performance, extracurricular activities, and performance on the National Korean Medical Licensing Examination (KMLE). Participating in club activities had a significant association with medical students' academic advancement delay or leave of absence during the entire course of medical school (P = 0.007). Logistic regression analysis indicated that the nationwide clinical knowledge mock examination during the fourth year of medical school was significantly associated with passing the KMLE (adjusted odds ratio 1.12, 95% confidence interval 1.02-1.22; P = 0.014). Extracurricular school activities (a non-cognitive student attribute) and a wide range of cognitive student attributes captured from the cohort database were associated with medical students' academic performance. In conclusion, this study can reinforce a strong emphasis on the inclusion of cognitive and non-cognitive information in medical school curricula and assessments in order to improve medical education programs and future postgraduate performance.

Opioid Overdose Recognition: A Survey of Perceived Preparedness and Desire for Curricular Integration Among Current US Medical Students.

Opioid overdose deaths remain a major health issue in the United States (US). As future physicians, medical students must receive comprehensive training to recognize and manage opioid overdoses. This study aimed to highlight training gaps at the medical student level and understand students' attitudes toward patients with opioid use disorder (OUD). We assessed baseline knowledge of and attitudes toward the management of opioid overdoses and naloxone administration among medical students in the US. Two validated survey tools (Opioid Overdose Knowledge Scale and Opioid Overdose Attitude Scale) were administered to medical students training at accredited institutions along with supplemental questions measuring knowledge and attitudes towards opioid overdose management, naloxone administration, and prior training. The final sample had N = 73 participants from US medical schools with a mean age of 25.3 (range of 22-37): 72.6% of respondents were female. Although most respondents reported personal/professional experience with OUD before medical school, they expressed interest in additional training. Knowledge surrounding opioid overdoses increased insignificantly over the 4 years of medical school. However, there was a significant increase in both perceived competence in overdose recognition/management and in concerns about intervening from the first to fourth year of medical school. Female respondents had significantly lower perceived competence and readiness to intervene sub-scores than male counterparts; however, there was no significant difference in overall attitude and knowledge scores when stratified by sex. Incorporating opioid overdose prevention training (OOPT) into early medical education was favorable among respondents, who expressed an overwhelming interest in learning and supporting patients with OUD. Given the ongoing opioid crisis, medical students are ideally placed to identify and manage opioid overdoses. Medical students are ready to receive this training, thus strengthening the argument for OOPT integration into early medical student curricula.

An internal medicine residency preparatory curriculum for fourth-year medical students.

Intern preparation courses are often broad in scope; there are few published specialty-specific programs outside of General Surgery and Obstetrics. We designed an internal medicine (IM) residency preparatory course at the University of Maryland School of Medicine, which aimed to prepare graduating medical students for the rigours of IM residency training, mapped to Entrustable Professional Activities (EPAs). Fourteen fourth-year medical students who were matriculating into IM residency programs enrolled in a 4-week long residency preparation course. The course was designed to teach skills using case-based learning modules, specialty topic seminars, simulation laboratories, procedure laboratories and clinical practice. Participants were surveyed before and after the course on their perceived knowledge and ability with the skills tested. With the exception of 'giving signout to a colleague', there was a significant difference in the participant's perceived ability for each skill taught within the course (P< 0.03 for each), with mean pre-course scores of 1.4-3.7 (SD=0.5-1.2) and mean post-course scores of 3.2-4.2 (SD=0.5-1.3). A second survey on course evaluation and perceived impact, completed 3months after starting intern year, resulted in all respondents reporting that the information learned during the course had directly affected their care of patients on a daily or weekly basis. The modified Ottawa scale was the primary assessment means for the EPAs, with participants approaching entrustment at the conclusion of the course. Implementation of an IM-specific residency preparation course is a useful adjunct in the fourth year of medical school.

The Influence of Gender on Choosing Ophthalmology as a Career Among Medical Students and Interns in Madinah, Saudi Arabia.

Introduction The field of ophthalmology has become increasingly popular among medical students and interns in recent years. However, there may be gender-based differences in the factors influencing the choice of ophthalmology as a career path. This study aimed to investigate the influence of gender on the decision to pursue ophthalmology as a career among medical students and interns in Madinah, Saudi Arabia. Methods This cross-sectional study involved medical students and interns in Madinah, Saudi Arabia. A self-administered questionnaire was used to collect data from the participants at two medical colleges from March to May 2023. The questionnaire examined potential factors that would influence the students to choose or eliminate ophthalmology as a future career and whether there is a gender difference. Result A total of 449 medical students were included. Two hundred eighteen were males, and 231 were females. The mean age was 22; around (30%) of the participants were in the fourth year of medical school, and most respondents (63%) had no prior exposure to ophthalmology. Fewer working hours was the driving factor among the males to choose ophthalmology as a speciality (58%); in contrast to females, interest in eye anatomy and physiology was the main factor (60%). Being already passionate about other specialties was the main factor that deterred the students from choosing ophthalmology as a careeramong both males and females, with a p-value of 0.033. Conclusion Our study has shown that gender plays no significant role in influencing medical students' choice to pursue ophthalmology as a future career. Teaching students in early medical years about ophthalmology as an option may lead to significant contributions to understanding and determining their future path.

Readiness of Medical Students to Care for Diverse Patients: A Validated Assessment of Cross-Cultural Preparedness, Skills, and Curriculum.

Effective cross-cultural care is foundational for mitigating health inequities and providing high-quality care to diverse populations. However, medical school teaching practices vary widely, and learners have limited opportunities to develop these critical skills. To understand the current state of cross-cultural education and to identify potential opportunities for improvement, we disseminated a validated survey instrument among medical students at a single institution. Learners across 4 years of medical school participated in the cross-cultural care assessment, using a tool previously validated with resident physicians and modified for medical students. The survey assessed medical student perspectives on (1) preparedness, (2) skillfulness, and (3) educational curriculum and learning environment. Cross-sectional data were analyzed by class year, comparing trends between school years. Of 700 possible survey responses, we received 260 (37% response rate). Fourth-year students had significantly higher scores than first-year students (p<0.05) for 7 of 12 preparedness items and 4 of 9 skillfulness items. Less than 50% of students indicated readiness to deliver cross-cultural care by their fourth year in 9 of 12 preparedness items and 6 of 9 skillfulness items. Respondents identified inadequate cross-cultural education as the primary barrier. Medical students reported a lack of readiness to provide cross-cultural care, with self-assessed deficiencies persisting through the fourth year of medical school. Medical educators can use data from the cross-cultural care survey to longitudinally assess students and enhance curricular exposures where deficiencies exist. Optimizing cross-cultural education has the potential to improve the learning environment and overall patient care.

Feedback conversations: First things first?

ObjectiveThis study explores medical students’ perceptions regarding the order in which feedback is given and its impact on how that feedback is received. MethodsMedical students were interviewed regarding their feedback experiences during medical school and preferred order in which to receive feedback. Thematic analysis was applied to interview transcripts to identify salient themes in students’ comments related to feedback order. ResultsTwenty-five students entering their second, third, and fourth years of medical school participated in the study. Students indicated that the order in which feedback was conveyed influenced their receptivity to its content, but varied in their specific order preferences. Most students indicated that they preferred feedback conversations that started with positive observations. Only the most senior students expressed a preference for feedback based on self-assessment. ConclusionFeedback conversations are complicated interactions. Students’ responses to feedback are influenced by a variety of factors, including the order in which feedback is delivered. Practice ImplicationsEducators should recognize that students’ feedback needs may be influenced by a variety of factors, and should aim to tailor feedback and the order of its delivery to the learner.

Undergraduate Medical Education Leader Performance Predicts Postgraduate Military Leader Performance.

Developing physicians as leaders has gained attention across the United States. Undergraduate medical education (UME) and graduate medical education (GME) leader development programs have increased. During postgraduate years (PGY), graduates bring their leadership education to the bedside; however, associations between leader performance in medical school and GME is largely unknown. It is important to find experiences that can assess leader performance that may be useful to predict future performance. The purpose of this study was to determine if (1) there is a correlation between leader performance during the fourth year of medical school versus leader performance in PGY1 and 3, and (2) leader performance during the fourth year of medical school is associated with military leadership performance in PGY1 and 3s while taking previous academic performance markers into account. This study examined overall leader performance of learners (classes of 2016-2018) during the fourth year of medical school and their graduate leader performance post-medical school. Leader performance was assessed by faculty during a medical field practicum (UME leader performance) and graduate leader performance was assessed by program directors at the end of PGY1 (N = 297; 58.3%) and 3 (N = 142; 28.1%). Pearson correlation analysis examined relationships among UME leader performance and between the PGY leader performance items. In addition, stepwise multiple linear regression analyses were conducted to examine the relationship between leader performance at the end of medical school with military leadership performance in PGY1 and 3, while taking into account the academic performance markers. Pearson correlation analyses revealed that the UME leader performance was correlated with 3 of 10 variables at PGY1, and was correlated at PGY3 with 10 out of 10 variables. Results of the stepwise multiple linear regression analysis indicated that leader performance during the fourth year of medical school explained an additional 3.5% of the variance of PGY1 leader performance after controlling for the previous academic performance markers (MCAT total score, USMLE Step 1 score and Step 2 CK score). In contrast, leader performance during the fourth year of medical school alone accounted for an additional 10.9% of the variance of PGY3 leader performance above and beyond the set of academic performance markers. Overall, UME leader performance has more predictive power in PGY leader performance than the MCAT or USMLE Step exams. The findings of this study indicate that a positive relationship exists between leader performance at the end of medical school and leader performance in PGY1 and 3 years of residency. These correlations were stronger in PGY3 compared to PGY1. During PGY1, learners may be more focused on being a physician and an effective team member compared to PGY3 where they have a deeper understanding of their roles and responsibilities and can take on more leadership roles. Additionally, this study also found that MCAT and USMLE Step exams performance was not predictive of PGY1 or PGY3 leader performance. These findings provide evidence of the power of continued leader development in UME and beyond.

Optimizing the Learner's Role in Feedback: Development of a Feedback-Preparedness Online Application for Medical Students in the Clinical Setting.

Feedback is an essential component of medical education, especially during clinical rotations. There is growing interest in learner-related factors that can optimize feedback's efficiency, including goal orientation, reflection, self-assessment, and emotional response. However, no mobile application or curriculum currently exists to specifically address those factors. This technical report describes the concept, design, and learner-based feedback of an innovative online application, available on mobile phones, developed to bridge this gap. Eighteen students in their thirdor fourth year of medical school provided comments on a pilot version of the application. The majority of learners deemed the module relevant, interesting, and helpful to guide reflection and self-assessment, therefore fostering better preparation before an upcoming feedback session. Minor improvements were suggested in terms of content and format. The learners' initial positive response supports further efforts to engage in validity and evaluation research. Future steps include modifying the mobile application based on learners' comments, evaluating its efficacy in a real clinical setting, and clarifying whether it is most beneficial for mid-rotation or end-of-rotation feedback sessions.

MP57-06 MICHIGAN UROLOGY ACADEMY: INITIAL RESULTS FROM A DIVERSITY FOCUSED PIPELINE PROGRAM

You have accessJournal of UrologyCME1 Apr 2023MP57-06 MICHIGAN UROLOGY ACADEMY: INITIAL RESULTS FROM A DIVERSITY FOCUSED PIPELINE PROGRAM Laura Zebib, Sarosh Irani, Simpa Salami, Monica Van Til, Stephanie Daignault-Newton, Ganesh Palapattu, and Keow Mei (MEIDEE) Goh Laura ZebibLaura Zebib More articles by this author , Sarosh IraniSarosh Irani More articles by this author , Simpa SalamiSimpa Salami More articles by this author , Monica Van TilMonica Van Til More articles by this author , Stephanie Daignault-NewtonStephanie Daignault-Newton More articles by this author , Ganesh PalapattuGanesh Palapattu More articles by this author , and Keow Mei (MEIDEE) GohKeow Mei (MEIDEE) Goh More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000003310.06AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: In 2020, the AUA census showed that LatinX (3.8%) and Black (2.1%) representation among urologists is low. The Michigan Urology Academy (MUA) was launched in 2020 with the goal of increasing exposure and providing mentorship/sponsorship to underrepresented in medicine (URiM) students interested in urology. METHODS: The two-day virtual mentorship program was piloted in June of 2020 through 2022. The program targeted M1-M4 URiM students interested in urology. Participant demographic information was collected, and two post-event surveys were distributed at 1 week and 3 months. Surveys assessed participants’ perception of the utility and effectiveness of the sessions using Likert scales and narrative feedback. Thematic analysis was performed on qualitative data. Fourth year med students were followed longitudinally to determine if they participated in the urology match and, if so, the outcome. RESULTS: Over the last 3 years, MUA has hosted 208 students from 104 medical schools. Participants identified as 46% (n=96) male, 53% (n=110) female, and<1% (n=1) gender non-conforming. In total, 42.3% (n=88) identified as African-American/Black, 15% (n=31) Hispanic/LatinX, 12.5% (n=26) white, 19.2% (n=40) as Asian/Indian and 7.7% (n=16) as Middle Eastern/ North African. The majority of participants (54%) were in their fourth year of medical school, with 21.6% in third, 20.7% in second, <1% in first year. Post-graduate trainees composed 2.9% of participants. Notably, one-third of participating students indicated that they did not have a home urology training program. Initial survey results suggest that 100% of participants reported a high degree of satisfaction with the program and would recommend the program to a peer. At 3 months follow-up, respondents noted that MUA was most useful for finding a mentor (27%), networking with other applicants (44%), and serving as an introduction to the field of urology (23%). Overall, 4th year MUA participants from 2020-21 (N=73) matched at a higher rate than the national average (76.1% versus 70%) although this was not statistically significant. CONCLUSIONS: Participants in MUA reported benefits including gaining greater exposure to the field of urology and networking opportunities. Further investigation into the impact this mentorship program has on URiM applicant match rate is still needed. In addition, this program has affirmed a greater need to focus on medical students from schools without a home urology residency. Source of Funding: None © 2023 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 209Issue Supplement 4April 2023Page: e786 Advertisement Copyright & Permissions© 2023 by American Urological Association Education and Research, Inc.MetricsAuthor Information Laura Zebib More articles by this author Sarosh Irani More articles by this author Simpa Salami More articles by this author Monica Van Til More articles by this author Stephanie Daignault-Newton More articles by this author Ganesh Palapattu More articles by this author Keow Mei (MEIDEE) Goh More articles by this author Expand All Advertisement PDF downloadLoading ...

Impact of the Standardized Interview Offer Date Initiatives: A Survey of Otolaryngology Applicants and Programs

To investigate residency applicant and program compliance with and attitudes towarda newly implemented standardized interview offer date program. Cross-sectional survey. US Otolaryngology-Head and Neck Surgery training programs. An electronic survey was distributed to applicants during match week in March 2022, and to program directors and program managers shortly after. The surveys included questions assessing program compliance with the standardized interview offer date as well as both applicant and program attitudes towardthis newly implemented initiative. This study achieved a 47% (263/559) response rate from applicants and 57% (68/120) from programs. Both applicants and program directors reported high program compliance with this initiative. Ninety-six percent of program directors reported complying with releasing interview offers on 1 standardized day. Applicants endorsed a reduction in their anxiety surrounding the residency application process as well as an increased ability to engage in the fourth year of medical school as benefits of the initiative. Providing clarity surrounding the applicant's final application status and further standardization of the interview scheduling process were identified as areas for improvement. Standardization of residency interview offer and acceptance practices is both feasible and impactful. Providing applicants with a final applicant status and further efforts to improve the interview scheduling process may continue to bolster this initiative in future years.

Are In-Person Trainee Interviews a Relic of the Past?

Are In-Person Trainee Interviews a Relic of the Past?

The Consequences of Step 2 Clinical Skills Examination Discontinuation for Medical Schools and Sustainability Plans for Clinical Skills Assessment.

Comprehensive clinical skills examinations using standardized patients are widely used to assess multiple physician competencies. However, these exams are resource intensive. With the discontinuation of the Step 2 Clinical Skills (CS) exam in 2021, how medical schools will change their approaches to comprehensive clinical skills exams is unknown. This study explores school responses to this change and future directions of comprehensive clinical skills exams using the program sustainability framework. This cross-sectional, descriptive study surveyed medical school curriculum deans at 150 Liaison Committee on Medical Education-accredited U.S. medical schools from September to October 2021. The 30-question survey included questions about medical school and participant role, current comprehensive clinical skills exams, sustainability dimensions, and challenges and future directions. Descriptive statistics were used to characterize responses, and content analysis was used to identify themes in the open-ended responses. Educators at 75 of 150 institutions (50%) responded. Sixty-three respondents (84%) reported conducting a comprehensive clinical skills exam. The comprehensive clinical skills exam assessed readiness for graduation (51 [81%]), provided feedback for students (49 [78%]), evaluated curricula (38 [60%]), provided information for medical student performance evaluation or communication with residency (10 [16%]), and assessed other factors (6 [10%]), including preparation for Step 2 CS in the past and readiness for advancement to fourth year of medical school (multiple responses were allowed). Factors facilitating sustainability included sufficient funding to continue the exam (55 [87%]) and the belief that clinical skills assessment in medical school is now more important after discontinuation of the Step 2 CS exam (55 [87%]). Challenges to sustainability included organizational capacity and limited interinstitutional collaboration. Educators remain committed to the purpose of comprehensive clinical skills exams. Adapting to changed licensing requirements while sustaining clinical skills exams enables innovation and improvement in assessment of clinical competence.

The White Coat Ceremony: Welcome to the Medical Profession.

We have written about a number of the transitions, or 'lurches,' that most of us in medicine encounter as we move through the various stages of education and training in our profession. Some of our prior musings have addressed the transition into a Surgery Clerkship or a Surgery externship in the third or fourth years of medical school, respectively, as well as transitions into internship, the senior years of a Surgery residency, and a new job after completing Thoracic Surgery training. [Tribble: 2019, 2021, 2018, 2021, 2022].

Comfort With Uncertainty in Medical Students and Their Residency Choice: A Residency Research Network of Texas Study.

Little is known about how comfort with uncertainty (CwU) influences career choice in medical students. The authors of this study examined the correlation between CwU and primary care career choice. In academic years 2017-2018 and 2018-2019, the authors distributed surveys to third-year medical students from eight US medical schools, seven in Texas. The survey tool included two CwU scales and one comfort with ambiguity scale. Other questions covered career plans, family and personal background, and student debt. In the subjects' fourth year of medical school, authors obtained match data from the medical schools and the authors further communicated with the students where indicated. The primary outcome was the composite score of the three scales correlated to career choice, with a focus on primary care and family medicine. Among 642 participants, there was no difference in CwU scores between students who matched into primary care versus specialty fields (3.39 vs 3.37 average of three scales, P=.65, each individual scale NS) or family medicine (FM) vs all other fields (3.39 vs 3.37 average of three scales, P=.81). Other bivariate predictors of FM choice were more similar than different to previous studies, such as osteopathic more likely than allopathic, lower family income, planning to care for underserved populations, and had a primary care role model. Logistic regression found the two biggest predictors of FM were osteopathic training and the importance of educating patients about health promotion and disease prevention. We found no correlation between CwU and medical student career choice for primary care or FM. We discuss confounding factors that may impact results, as well as recommendations for medication education and public policy.

Can an Arts Course Help Mitigate Medical Student Burnout?

IntroductionBurnout in healthcare providers begins early, with about half of medical students experiencing symptoms of burnout, and as many as one-quarter experiencing depression. While organizational, systemic-level changes certainly contribute to mitigation, organizationally sponsored individual-level changes may also play a significant role. Although the nature of the burnout epidemic and its impact on trainee wellness is fairly well understood, and interventions have been studied, there remains a gap in the empirical research examining the impact of the arts on medical student well-being.MethodsWe designed a convergent mixed methods study to evaluate whether a 9-month course for fourth-year medical students called Art as Self Care (AASC) would help trainees develop habits that supported their well-being. An online survey was used to collect data at the beginning and end of each academic year on two consecutive cohorts of students. A focus group explored students’ experience with and perceptions about the course.ResultsQualitative results indicated that the AASC course provided positive distraction that is calming and allowed students to shift focus from the stresses of daily medical school life. Our quantitative results suggest that art might provide a slight protective effect in medical students: whereas 22% of the non-AASC students saw a worsening of their psychological distress across the fourth year of medical school, this was observed in only 13% of the AASC students.DiscussionOur study presents pilot and feasibility data to better inform future research and practice around the use of art to support medical student well-being.Supplementary InformationThe online version contains supplementary material available at 10.1007/s40670-022-01604-y.

Effects of Organ System Courses of the First Two Years of Medical School on the Performance of the Comprehensive Osteopathic Medical Licensing Examination of the United States (COMLEX-USA) Level 2-Cognitive Evaluation

Objectives: The Comprehensive Osteopathic Medical Licensing Examination of the United States (COMLEX-USA) Level 2-Cognitive Evaluation (CE) is a board examination that medical students usually take in the third or fourth year of medical school. A few researchers have investigated the prediction of COMLEX Level 2-CE scores based on the performance in third-year clerkships. However, given how close the clerkships are to the board exam, this type of prediction is too late for students to have adequate time to get assistance to prepare for COMLEX Level 2-CE. We aimed to investigate the predictive value of each organ system course during the first two years in predicting COMLEX Level 2-CE performance. Our findings will help students at risk focus on important basic and clinical sciences much earlier before preparing for COMLEX Level 2-CE.Methods: Academic data from students enrolled at Rocky Vista University College of Osteopathic Medicine from 2011 to 2017 were retrieved. Data included the Medical College Admission Test (MCAT) scores, course grades in the first two years of medical school, COMLEX Level 1 scores, and COMLEX Level 2-CE scores. Pearson correlation coefficients, a multiple linear regression model, and a backward stepwise regression model were generated for analysis.Results: The highest correlation with COMLEX Level 2-CE scores was the COMLEX Level 1 score, followed by the performances in the third-semester Cardiovascular System II (CV II) and Renal System II (REN II) courses. Multiple linear regression and backward stepwise regression predictive models found that scores on third-semester CV II and Principles of Clinical Medicine III (PCM III) were the most significant predictors of performance on Level 2-CE. Both models explained 46% of the variance in COMLEX Level 2-CE scores.Conclusions: Performances in third-semester courses are the most important predictors of COMLEX Level 2-CE scores.

Osteopathic Medical Students’ Perceptions of the Importance of Nutrition Education in Their Medical School Curriculum

ObjectivesDespite a growing body of evidence substantiating the efficacy of dietary and lifestyle interventions to manage certain chronic diseases, many physicians fail to equip patients with nutrition knowledge. This can be explained in part by inadequate nutrition education and training in the medical school curriculum. The aim of this study was to evaluate osteopathic medical students’ attitudes towards addressing nutrition and lifestyle in medical practice and their assessment of nutrition content in medical school.MethodsAn anonymous electronic survey consisting of 23 multiple choice questions was distributed through email invitation to all current medical students at two osteopathic medical schools.ResultsA total of 145 medical students completed the survey with 37.2% in first year (n = 54), 26.2% in second year (n = 38), 18.6% in third year (n = 27), and 17.9% in fourth year of medical school (n = 26).A majority of students (132 of 145 [91.0%]) indicated that it was extremely or very important to address patients’ diet and lifestyle choices in the management and prevention of certain chronic diseases.Approximately 80.7% (117 of 145) of students reported that discussion of diet and lifestyle should definitely be a task of the primary care physician and that these topics should be addressed during every visit (78 of 145 [53.8%]) or at most visits (62 of 145 [42.8%]).Overall, 60.0% (87 of 145) somewhat disagreed or strongly disagreed that nutrition education was adequately incorporated into their education with 84.1% (122 of 145) preferring increased content. To address this issue, students indicated that nutrition education should be integrated during both preclinical and clinical years (110 of 145 [75.9%]) through a systems-based integrative approach (104 of 145 [71.7%]) as opposed to a stand-alone course (26 of 145 [17.9%]) or supplemental optional lectures (14 of 145 [9.7%]).ConclusionsMedical students acknowledged the significance of addressing nutrition and lifestyle in medical practice and a need for increased instruction in medical school. Incorporation of nutrition education through a systems-based integrative approach during both preclinical and clinical years of medical school could increase physician utilization of dietary counseling and interventions in medical practice.Funding SourcesN/A.

Fabian Proft: family, equity, and the future of rheumatology

With a passion for high-level sport and a talent for field hockey, Fabian Proft didn't intend to become a rheumatologist. “I started in medicine because I wanted to become an orthopaedic surgeon, specialising in sports medicine,” he recalls. That plan changed during his fourth year of medical school at the University of Munich, after he worked with Mathias Grünke, then Deputy Head of the Rheumatology department. “His calm and determined way of solving clinical questions, and his approach to taking care of the patient holistically and not focusing on one specific organ changed my mind,” he explains. From there, Proft turned his focus to early rheumatoid arthritis, imaging diagnostics, and musculoskeletal ultrasound, which dominated the remainder of his training.

Impact of Providing Peer Support on Medical Students' Empathy, Self-Efficacy, and Mental Health Stigma.

Background: Peer-support programs in medical school can buffer feelings of inadequacy, anxiety, social isolation, and burnout, drawing upon the benefits of near-peer-support resources. This study examined the effects of providing support to students in a medical school peer-support program. Methods: Using a pre-post, quasi-experimental study design, the investigators surveyed medical students who were peer supporters in their second through fourth years of medical school with four measures assessing (1) empathy, (2) self-efficacy, (3) mental health stigma, and (4) likelihood to assist peers with mental health problems to examine if serving as a volunteer peer supporter had any effect. Participants included 38 medical students that were actively enrolled peer supporters during the 2020–2021 year at a United States allopathic medical school. Results: Medical students who participated as peer supporters were found to have higher ratings of empathy scores (Z = −1.964, p = 0.050, r = 0.34) and self-efficacy scores (Z = −2.060, p = 0.039, r = 0.35) after participation in the program. No significant changes were noted for mental health stigma or likelihood to assist peers with mental health problems. Discussion: Peer-support programs present a low-cost, sustainable modality to promote wellbeing in medical students. There is a growing body of literature documenting the benefits of peer-support services. This brief, novel study examined the effects of providing peer support on the peer supporters and found higher self-reported ratings of empathy and self-efficacy after participation. These findings underscore peer-support programs as a valuable wellness resource not only for medical students who use the services but for those who provide them as well.