Medical Audience Research Articles

Albert Sharman (1903-1970): Gynaecologist, inventor and teacher.

Albert Sharman was a Glasgow-born and based gynaecologist who pioneered research into infertility and the diagnosis of pregnancy using new techniques of investigation and treatment, many of his own design. His Fertility Clinic, opened in 1931, was the first in Britain, and became a model for those that followed. Working at Glasgow's Royal Samaritan Hospital for Women, he published widely in the medical press, especially the British Medical Journal and the Lancet, and he authored and co-edited several books, some aimed at a medical audience while others sought to explain complex issues surrounding puberty, fertility and the menopause to the general public.

(325) A Descriptive Analysis of Digital Resources for Educating Sickle Cell Patients About Priapism

Abstract Introduction Men with sickle cell disease (SCD, HbSS or HbSC hemoglobinopathy) are at increased risk of priapism via increased cell surface adhesion molecule expression and blunted vasodilatory responses to nitric oxide. Previous studies have suggested that priapism knowledge is poor among men with SCD; however, studies have yet to characterize public-facing priapism educational resources. Objective To describe key features of online educational resources targeted to priapism patients with SCD in the US. Methods In March 2023, we searched the following keywords and terms using the Google search engine and search features within Facebook, YouTube, and TikTok: “painful erection”, “priapism”, “priapism patient education”, “priapism for patients”, and “priapism sickle cell patient”. Searches were performed via a computer located in Manhattan, New York and in the English language only. Results Google search results differed considerably when searching “painful erection” versus “priapism” and are depicted in Table 1: the former directed users to telehealth commercial websites while the latter directed users to websites hosted by healthcare and professional organizations and medical reference sites which primarily discussed etiology and need for prompt diagnosis of the condition. YouTube search results overwhelmingly focus on discussion of diagnosis, pathophysiology, and management of priapism, and most of these appear designed for a medical or medically-literate audience; however, when querying for “priapism sickle cell patient”, users are directed to patient testimonial or documentary style videos. The results of a Facebook pages search seemed intended for student education and associated with low quality media material. An equivalent search performed on Tik Tok yields videos with noticeably different characteristics, namely: starring and created by “younger” urologists and hematologists, depicting a diverse cohort of providers and patients, written/spoken in Spanish and Portuguese, informal dialogue, increased use of Q&A format. Compared to YouTube videos, TikTok posts were more recent, received more views, and were associated with more comments. Conclusions Our exploratory search for priapism educational resources revealed differences in content, tone, and format between online sites and mobile platforms. Based on view and comment statistics, it appears as though mobile platforms such as TikTok have an increasing role in disseminating knowledge about priapism. However, it remains unclear as to whether individual modalities are well-suited to deliver information in a specific disease phase (e.g. preventative, acute, or chronic). Importantly, the impact of word-of-mouth and private provider-to-patient interactions cannot be estimated by this methodology. Disclosure No.

Educational Podcasts in Plastic Surgery: A Cross-Sectional Analysis of Content, Metrics, and Target Audiences

Podcasts provide an efficient means for asynchronous learning. However, no study to date has thoroughly assessed the landscape of educational podcasts in plastic surgery. Thus, this study aims to evaluate and characterize current educational plastic surgery podcasts to ultimately inform future efforts. Three platforms were queried for educational plastic surgery podcasts: Apple Podcasts, Spotify, and Google Podcasts. Podcast descriptions and episodes were then independently reviewed to determine primary target audiences, performance metrics, and content categories. There were a total of 163 plastic surgery podcasts. 145 of these 163 podcasts were targeted toward a nonmedical audience. The remaining 18 podcasts met inclusion criteria as educational plastic surgery podcasts. Of all educational podcast episodes, 8.8% targeted a medical student audience, 33.8% targeted trainees (residents/fellows), and 57.4% targeted practicing surgeons or emphasized recent research in the field. Episode content categories included breast (14.2%), cosmetic (11.8%), experimental (0.5%), hand/peripheral nerve (8.6%), pediatric/craniofacial (8.2%), reconstructive (15.6%), practice management (14.8%), residency (6.6%), and others (19.6%). Despite the large number of plastic surgery podcasts available, few podcasts focus on educating a medical audience. Within this small subset, there is a paucity of content targeted towards medical students interested in plastic surgery. While there is a wide breadth of content available, there is significant room for growth and refinement in the podcast sector for plastic surgery education.

Australian evidence-based guidelines for the prevention and management of diabetes-related foot disease: a guideline summary.

Diabetes-related foot disease (DFD) - foot ulcers, infection, ischaemia - is a leading cause of hospitalisation, disability, and health care costs in Australia. The previous 2011 Australian guideline for DFD was outdated. We developed new Australian evidence-based guidelines for DFD by systematically adapting suitable international guidelines to the Australian context using the ADAPTE and GRADE approaches recommended by the NHMRC. This article summarises the most relevant of the 98 recommendations made across six new guidelines for the general medical audience, including: prevention - screening, education, self-care, footwear, and treatments to prevent DFD; classification - classifications systems for ulcers, infection, ischaemia and auditing; peripheral artery disease (PAD) - examinations and imaging for diagnosis, severity classification, and treatments; infection - examinations, cultures, imaging and inflammatory markers for diagnosis, severity classification, and treatments; offloading - pressure offloading treatments for different ulcer types and locations; and wound healing - debridement, wound dressing selection principles and wound treatments for non-healing ulcers. For people without DFD, key changes include using a new risk stratification system for screening, categorising risk and managing people at increased risk of DFD. For those categorised at increased risk of DFD, more specific self-monitoring, footwear prescription, surgical treatments, and activity management practices to prevent DFD have been recommended. For people with DFD, key changes include using new ulcer, infection and PAD classification systems for assessing, documenting and communicating DFD severity. These systems also inform more specific PAD, infection, pressure offloading, and wound healing management recommendations to resolve DFD.

The potential of 3D models and augmented reality in teaching cross-sectional radiology

What was the educational challenge? The complexity and variability of cross-sectional imaging present a significant challenge in imparting knowledge of radiologic anatomy to medical students. What was the solution? Recent advancements in three-dimensional (3D) segmentation and augmented reality (AR) technology provide a promising solution. These advances allow for the creation of interactive, patient-specific 3D/AR models which incorporate multiple imaging modalities including MRI, CT, and 3D rotational angiography can help trainees understand cross-sectional imaging. How was the solution implemented? To create the model, DICOM files of patient scans with slice thicknesses of 1 mm or less are exported to a computer and imported to 3D Slicer for registration. Once registered, the files are segmented with Vitrea software utilizing thresholding, region growing, and edge detection. After the creation of the models, they are then imported to a web-based interactive viewing platform and/or AR application. What lessons were learned that are relevant to a wider global audience? Low-resource 3D/AR models offer an accessible and intuitive tool to teach radiologic anatomy and pathology. Our novel method of creating these models leverages recent advances in 3D/AR technology to create a better experience than traditional high and low-resource 3D/AR modeling techniques. This will allow trainees to better understand cross-sectional imaging. What are the next steps? The interactive and intuitive nature of 3D and AR models has the potential to significantly improve the teaching and presentation of radiologic anatomy and pathology to a medical student audience. We encourage educators to incorporate 3D segmentation models and AR in their teaching strategies.

A theoretical and practical approach to quality improvement education

Quality Improvement (QI) knowledge and skills are required at all levels of physician training. System improvement efforts need to include understanding of health disparities and design of interventions to reduce those disparities, thus health equity needs to be integrated into QI education. Payors, accreditation bodies and health systems’ emphases on QI result in the need for QI curricula that meet the needs of diverse learners. This article presents a theoretical background and practical tools for designing, implementing, and evaluating a QI educational program across the spectrum of physician training with an emphasis on competency-based education and a goal of continuous practice improvement. Practice-based learning and improvement and systems-based practice are two core domains of competencies for readiness to practice. These competencies can be met through the health systems science framework for studying improvement in patient care and health care delivery coupled with QI science. Curricula should incorporate interactive learning of theory and principles of QI as well as mentored, experiential QI project work with multidisciplinary teams. QI projects often develop ideas and implement changes but are often inconsistent in studying intervention impacts or reaching the level of patient outcomes. Curriculum design should incorporate adult learning principles, competency based medical education, environmental and audience factors, and formats for content delivery. Key QI topics and how they fit into the clinical environment and teaching resources are provided, as well as options for faculty development. Approaches to evaluation are presented, along with tools for assessing learner's beliefs and attitudes, knowledge and application of QI principles, project evaluation, competency and curriculum evaluation. If the goal is to empower the next generation of change agents, there remains a need for development of scientific methodology and scholarly work, as well as faculty development and support by institutions.

Expansion of Knowledge, Practice and Public Policy with the ICD-11 for Psychologists and Mental Health Professionals: A Literature Review and Critical Analysis

Background: Mental disorders are alterations in several functional domains of human beings that trigger greater morbidity and mortality if not adequately addressed. The International Classification of Diseases 11th Revision (ICD11) is a recently approved global and modern system to guide clinical practice faced with these disorders and other conditions. State of the art: Despite the imminent implementation of this system in member states, the guidelines on its scientific basis, practice and importance in public health have been published in a scattered manner, with a mainly medical psychiatric target audience, hence, it is necessary to unify these guidelines in a unique text. Therefore, the objective of this review was to analyze three associated aspects: (a) current knowledge of the matter, (b) its application in psychological practice, and (c) reflection concerning the implications on public health policies. To do this, these aspects were divided into 10 sections with the most relevant topics, and examples to facilitate their use and comments to promote understanding were described. Conclusions: This paper presents a review that comprehensively addresses knowledge-practice-policy triad of mental disorders of the ICD-11.
 Authors’ contributions 
 The authors participated equally in the preparation of this paper

Neudrawlogy: Simplifying Neurology to Create a Global Social Media Impact (P7-2.002)

<h3>Objective:</h3> To demonstrate the educational impact of Neudrawlogy, a social-media initiative that posts infographics about Neurology. <h3>Background:</h3> Over the last several years, social media platforms have become important forums for educators and students alike, and the importance of these virtual forums was accelerated by the COVID19 pandemic.¹ Twitter has emerged as a preferred social media platform for members of the medical community and offers educators a unique ability to reach a global medical audience at low cost and high speed.^{2, 3} The #Neurotwitter community has grown steadily, and there are over fifteen thousand #Neurotwitter posts monthly.⁴ Neudrawlogy was created in August 2021 with the aim of simplifying Neurology for this global audience by presenting thoughtfully illustrated infographics and paired microteaching in the form of tweetorials (series of tweets forming a tutorial). <h3>Design/Methods:</h3> Evaluation of the Twitter metrics of @Neudrawlogy from August 2021 to July 2022, including number of posts, number of visualizations per post, number of followers. We also used the AI-driven Twitter analytic platform “Tweepsmap®” to better characterize the geographic variance of the followers. <h3>Results:</h3> On Twitter, Neudrawlogy had 1,170,243 views and 154,799 profile visits in 1 year. There were 214 tweets posted and an average of 102,021 views per tweet. A total of 27 infographics were posted, with an average of 43,342 views per infographic. In this period, the page had a total of 4,899 new followers. Followers are mainly from the US (30.2%), India (11.5%), Australia (9.2%), UK (6.7%), and Saudi Arabia (5.1%). <h3>Conclusions:</h3> By providing simple illustrations and microteaching “tweetorials,” Neudrawlogy achieved more than 1 million viewers in one year. Teaching through social media platforms like Twitter is a free and innovative method for disseminating Neurology-focused teaching and may allow educators to reach a global audience. <b>Disclosure:</b> Dr. Figueiredo Pucci has nothing to disclose. Dr. Albin has received personal compensation in the range of $5,000-$9,999 for serving as an Editor, Associate Editor, or Editorial Advisory Board Member for Continuum: Life Long Learning in Neurology. Dr. Albin has received research support from American Academy of Neurology. Dr. Albin has received publishing royalties from a publication relating to health care. Dr. Albin has received personal compensation in the range of $500-$4,999 for serving as a Instructor with Resuscitation Leadership Academy.

Improving Medical Student Mentorship in Orthopaedic Surgery.

Owing to limited clinical clerkships and travel restrictions related to COVID-19, recent medical student mentorship in orthopaedic surgery has been impacted negatively. The purpose of this quality improvement (QI) project was to determine if medical student awareness of orthopaedics as a possible career field may be improved through a mentoring program designed and delivered by orthopaedic residents. A five-resident QI team developed four educational sessions aimed at a medical student audience. Forum topics included: (1) orthopaedics as a career, (2) fracture conference, (3) splinting workshop, and (4) residency application process. Pre- and post-forum surveys were administered to student participants to assess changes in their perceptions regarding orthopaedic surgery. Data derived from the questionnaires were analyzed with nonparametric statistical tests. Of 18 forum participants, 14 were men and 4 were women. A total of 40 survey pairs were collected, averaging 10 per session. In the all-participant encounter analysis, there were statistically significant improvements in all outcome measures including interest in, exposure to, and knowledge of orthopaedics; exposure to our training program; and ability to interact with our residents. Those undecided regarding their specialty demonstrated larger increases in post-forum responses, suggesting that the learning experience was more impactful for that subgroup. This QI initiative was a successful demonstration of orthopaedic resident mentorship of medical students, wherein perceptions of orthopaedics were influenced favorably by the educational experience. For some students with limited access to orthopaedic clerkships or formal one-on-one mentoring, forums like these may be an acceptable alternative.

Development of a standardized Canadian undergraduate medical education ophthalmology curriculum

ObjectiveTo create a standardized undergraduate medicine ophthalmology curriculum for Canadian medical schools. DesignTwo-stage modified Delphi technique. ParticipantsUndergraduate ophthalmology leads at all the medical schools in Canada and 6 nonophthalmologist physicians with medical education expertise. MethodsIn stage 1, a preliminary list of curricular objectives was developed using the 2018 Association of University Professors in Ophthalmology's list of curricular objectives as a foundation. Subsequently, an online survey was sent to 24 individuals (18 ophthalmology undergraduate curriculum leads and 6 non-ophthalmology medical educators) at 17 institutions to evaluate the objectives using a 5-point Likert-type scale. In stage 2, the ophthalmology curriculum leads were invited to participate in a virtual meeting during which the list of curricular objectives was discussed and finalized by consensus. ResultsIn stage 1, a preliminary list of 76 learning objectives organized into 10 overarching topics was developed. A total of 21 survey responses were received (87.5% response rate), allowing for the creation of a revised list. In stage 2, five participants from four schools met, achieving consensus following one round of feedback. The final undergraduate ophthalmology curriculum contained 10 topics and 75 objectives; it covered common presentations of a variety of acute and chronic eye diseases that were felt to be relevant to a wide medical audience. ConclusionsThe consensus obtained on a comprehensive list of undergraduate medicine ophthalmology curricular objectives identified in this study is the first of its kind in Canada. These objectives can be used by medical schools across Canada to standardize undergraduate ophthalmology teaching.

Say My Name: Understanding the Power of Names, Correct Pronunciation, and Personal Narratives.

Names are a reflection of identity and often have personal meaning. The chronic mispronunciation of names can undermine one's identity and be experienced as a microaggression. This workshop aims to provide historical context for names as well as resources for correct name pronunciation. We developed a 60-minute interactive virtual workshop with didactics, small-group sharing of personal experiences, and case discussions. We used an anonymous postworkshop survey to evaluate workshop effectiveness. We presented the workshop at one local academic conference and two local educational conferences to learners of all levels from medical students to faculty. We collected postworkshop survey results from 78 participants of diverse racial and ethnic backgrounds. Participants reported learning historical context, ways to ask about correct name pronunciation, correcting name mispronunciation, documenting pronunciation, and sources for applications to practice. The main barriers to implementing workshop lessons included personal and structural factors. This workshop effectively fills an educational gap by addressing the importance of correct name pronunciation in order to provide a more inclusive environment for clinicians and patients alike.

33514 Learning practical dermatology skills through animated vignettes: An effective medical school educational intervention to support the dissemination of national guidelines

Background: Choosing Wisely is a global initiative to improve outcomes in patient care by reducing unnecessary tests and treatments. The Canadian Dermatology Association developed five recommendations for Choosing Wisely Canada (CWC) to guide diagnosis and management of common dermatology conditions. Traditional models of dermatology education (i.e., didactic teaching, clinical rotations) are increasingly being complemented by novel educational tools, such as problem-based learning. We assessed the impact and reception of animated case-based videos of CWC recommendations for a medical student audience.

On Film and Medicine: Reflections on “Medfest Egypt”, An International ‘Film for Health’ Forum

Paper 1: Introduction to Film and Medical Humanities In recent years, medical humanities have become an important component of medical education. Student-selected modules, and special courses encourage medical students to reflect on the portrayal of illness and suffering as a means of nurturing empathy through watching film. Understanding the lived experience of sickness from a patient and family perspective is a requirement for all healthcare professionals. Role play and simulation focusing on doctor-patient encounters is commonly practised in undergraduate courses. Academic institutions such as the Royal College of Psychiatry advocate the use of film as a platform for discussing mental health through their annual UK Medfest (https://www.medfest.co.uk/what-is-medfest). The WHO recently used film as an educational and cultural backdrop for exploring health (https://www.euro.who.int/en/media-centre/events/events/2019/10/the-health-for-all-film-festival-inviting-filmmakers-to-submit-health-for-all-short-videos). Hospitals, too, have embraced film as a learning and entertainment medium by building purpose-built cinemas within hospitals, as seen in Medicinema in the UK (https://www.medicinema.org.uk/). Paper 2: Describing ‘Medfest Egypt’ Medfest-Egypt is an interactive program of films originally launched in Egypt in 2016 by Dr. Mina El-Naggar, and Dr. Khalid Ali. and intended for a diverse medical audience. The main objective of this forum was to assimilate wider social and artistic perspectives into clinical encounters, all via film. With the British Council as its principal funder, four editions have been delivered, “Under the Skin” (2017), exploring mental health; “About Her” (2018), reflecting on women’s health; “Tiny Marks” (2019), investigating children’s health, and ‘’Moments’’ (2022) portraying life-defining moments in family lives. In its 4 editions, Medfest-Egypt screened films from the MENA region, Europe, North and South America and Africa attracting around 7000 audience members involving 140 panellists in the Q and A sessions. Medfest screenings travelled within Egypt: Cairo, Alexandria, El Minya, Assiut, Sohag, and Luxor; and abroad in Tunisia, New York, and London. Paper 3: Three Short films from ‘Medfest Egypt’ Over the course of ‘Medfest-Egypt’ editions, we have interspersed short films with full-length feature productions. Whether in conventional style or creative animations, short films can impact viewers in powerful, enduring ways. Furthermore, grouping evocative short films together affords an opportunity to explore the nuances of a subject within a single presentation providing a compelling, creative medium for clinical teaching. We will present three short films from different Medfest editions: Father and Daughter (Michaël Dudok de Wit, Netherlands, 2000), Mare Nostrum (Rana Kazkaz and Anas Khalaf, Syria, 2016), and Daughter (Daria Kashcheeva, Czech Republic, 2019). These films comprise three trenchant variations on father-daughter relationships, estrangement, and the dynamics of reconciliation and forgiveness at the end of life

QJM Impact Factor now 14.04.

The Quarterly Journal of Medicine (QJM) is pleased to announce the current Impact Factor for the Journal is now 14.04. The QJM is the official Journal of the Association, founded in 1907 by Sir William Osler, and it has a significant legacy of publishing leading articles in Translational Medicine. The Journal welcomes submission of original medical research articles, invited reviews and topical Commentary pieces relevant to our medical audience. We would encourage our readers to consider submitting their novel original work to the Journal. We offer a fast-track review process for selected original article submissions, namely 72 h (×3 working days) to first review decision. Should you wish to avail of this service, authors are encouraged to liaise in advance with Professor Seamas Donnelly, Editor-in-Chief, for the journal at qjm.editorialoffice@oup.com. The QJM has been at the forefront of publishing highly topical articles on the epidemiology, prognosis and long-term consequences of acute COVID-19 infection.1,2,3,4,5,6 A robust host defense against infectious disease involves both viral resistance and tolerance. Integration of clinical, immunologic, genetic and therapeutic discoveries has identified defects in both of these responses in the progression from SARS-CoV-2 infection to life-threatening coronavirus. We welcome the topical review on this subject by Dr. Russell and colleagues from the University of Edinburgh, published in this issue of the Journal.

P6. #MedicalStudentSpotlight: An Analysis of Medical Student Representation in Plastic Surgery Residency Program Social Media Accounts

Background: Plastic surgery residency programs are increasingly using social media to educate, attract, and engage medical students. The content informs and influences students’ perceptions of programs and their ranking process. This study aims to analyze plastic surgery residency Instagram accounts for medical student-related content Methods: Integrated plastic surgery residency programs were identified from the American Council of Academic Plastic Surgeons (ACAPS) website. Their Instagram accounts were identified through Instagram searches. Program variables including Doximity reputation ranking, geographic region, and accreditation date were recorded. Posts uploaded through 8/21/2021 were analyzed for medical student-related content. Posts were considered student-related if they directly mentioned students in captions or showed them in photos, or if students were their target audience. Video-only posts were excluded. Program engagement scores were calculated by dividing mean likes on 10 most recent posts by number of account followers. Student’s t and ANOVA tests compared student-related content between programs (?=0.05) Results: Of 84 programs, 77 (91.7%) had active accounts, totaling 9361 total posts. Of these, 870 were student-related (9.3%), featuring 337 advertisement (38.7%), 244 match (28.0%), 85 academic activity (9.8%), 81 research (9.3%), 78 interview (9.0%), 25 team-bonding (2.9%), 21 resident-led events for students (2.4%), 15 operative case (1.7%), and 3 clinic (0.3%) posts. 3 (3.9%) accounts had no student-related content. 2145 student-related hashtags were used, with 43.2% used on student-related and 56.8% on non-student-related posts. The most commonly used hashtags were #medschool or #medicalschool (554), #medstudent or #medicalstudent (553), and #match2021 (192). Proportion of student-related posts varied significantly by program ranking quartile (p<0.001), with the second quartile having the highest average (12.7%) and the first quartile the lowest (9.1%). Program geographic region, age, and engagement score did not significantly impact the proportion of student-related content Conclusion: Despite the potential use of social media sites like Instagram to connect with applicants, less than 10% of the content posted by integrated plastic surgery residency programs targets or directly features medical students, with top-tier programs featuring less. Given applicant interest in and influence by programs’ social media presences, further research is needed to determine more effective means of engaging medical student audiences.

Selecting the Next Class: The "Virtual Orthopaedic Rotation".

Introduction:When the COVID-19 pandemic forced the cancellation of visiting subinternships, we pivoted to create a virtual orthopaedic rotation (VOR). The purpose of this study was to assess the effect of the VOR on the residency selection process and determine the role of such a rotation in the future.Methods:A committee was convened to create a VOR to replace visiting orthopaedic rotations for medical students who are interested in pursuing a career in orthopaedic surgery. The VOR was reviewed and sanctioned by our medical school, but no academic credit was granted. We conducted three 3-week VOR sessions. During each session, virtual rotators participated in regularly scheduled educational conferences and attended an invitation-only daily conference in the evenings that was designed for a medical student audience. In addition, students were paired with faculty and resident mentors in a structured mentorship program. Students' orthopaedic knowledge was assessed using prerotation and postrotation tests.Results:From July to September 2020, 61 students from 37 distinct medical schools participated in the VOR. Notable improvements were observed in prerotation and postrotation orthopaedic knowledge test scores. In postrotation surveys, both students and faculty expressed high satisfaction with the curriculum but less certainty about how well they got to know each other. In the subsequent residency application cycle, 27.9% of the students who participated in the VOR were selected to interview, compared with 8.7% of the total application pool.Discussion:The VOR was a valuable substitute for in-person clinical rotations during the COVID-19 pandemic. Although not likely to be a replacement for conventional away rotations, the VOR is a possible adjunct to in-person clinical rotations in the future.

Revisiting Tulsa: Understanding Amphetamine Addiction in the Early Photography of Larry Clark

Revisiting <i>Tulsa</i>: Understanding Amphetamine Addiction in the Early Photography of Larry Clark

Patient posture correction and alignment using mixed reality visualization and the HoloLens 2.

The purpose of this study was to develop and preliminarily test a radiotherapy system for patient posture correction and alignment using mixed reality (MixR) visualization. The write-up of this work also provides an opportunity to introduce the concepts and technology of MixR for a medical physics audience who may be unfamiliar with the topic. A MixR application was developed for on optical-see-through head-mounted display (HoloLens 2) allowing a user to simultaneously and directly view a patient and a reference hologram derived from their simulation CT scan. The hologram provides a visual reference for the exact posture needed during treatment and is initialized in relation to the origin of a radiotherapy device using marker-based tracking. The system further provides marker-less tracking that allows the user tofreely navigate the room as they view and align the patient from various angles. The system was preliminarily tested using both a rigid (pelvis) and nonrigid (female mannequin) anthropomorphic phantom. Each phantom was aligned via hologram and accuracy quantified using CBCT and CT. A fully realized system was developed. Rigid registration accuracy was on the order of 3.0±1.5mm based on the performance of three users repeating alignment five times each. The lateral direction showed the most variability among users and was associated with the largest off-sets (approximately 2.0mm). For nonrigid alignment, the MixR setup outperformed a setup based on three-point alignment and setup photos, the latter of which showed a difference in arm position of 2cm and a torso roll of 6-7°. MixR visualization is a rapidly emerging domain that has the potential to significantly impact the field of medicine. The current application is an illustration of this and highlights the advantages of MixR for patient setup in radiation oncology. The key feature of the system is the way in which it transforms nonrigid registration into rigid registration by providing an efficient, portable, and cost-effective mechanism for reproducing patient posture without the use of ionizing radiation. Preliminary estimates of registration accuracy indicate clinical viability and form the foundation for further development and clinical testing.

“Building a More Inclusive Blood System in Canada”: A Mixed-Methods Evaluation of a Workshop to Guide Medical Students to Develop as Health Advocates Through Advancing Health Equity in Blood Product Donation for Gay, Bisexual, and Queer Men

Introduction:Competent and socially responsible physicians require a range of abilities other than medical expertise to effectively meet the healthcare needs of the people they serve, including health advocacy skills. The CanMEDS framework for physician competency outlines that, as Health Advocates, physicians work to determine and understand patient and community needs, speak on behalf of others when required, and support the mobilization of resources to effect change. Although recognized as essential for medical trainees to develop, health advocacy is challenging to teach and assess. Here, we describe the development and evaluation of a workshop to support Canadian medical students to develop as health advocates through advancing health equity in blood product donation for gay, bisexual, and other men who have sex with men (gbMSM) in Canada.Methods:We developed a workshop for a Canadian medical student audience, “Building a more inclusive blood system in Canada”, consisting of an online module followed by a virtual facilitated discussion group. The online module (available at stemcellclub.ca/training) outlined blood and stem cell donation in Canada for gbMSM, starting from the historical policies and the context in which they were first put in place, to today's policies and where future policies may lie (Fig. A). The module also presented content from a national campaign in Canada to engage gbMSM as stem cell donors (stemcellclub.ca/savingliveswithpride). The discussion group supported participants to reflect on donation policies for gbMSM and their consequences, and discuss how medical students can concurrently advocate for gbMSM and patients in need of blood products. A facilitator guide was developed and facilitator training was provided. A pre- and post- test was administered to participants to assess knowledge transfer. Quantitative and qualitative analyses were employed to evaluate participants' perspectives on the impact of the workshop on their development as health advocates.Results:From 10/2020-7/2021, workshops were hosted at 8 medical schools across Canada. 104 medical students from across Canada participated, of whom 65 (63% response rate) completed a pre- and post- workshop survey. 26 (40%) of survey respondents were male, 22 (34%) identified as LGBTQ+ (10 gay, 9 bisexual, 3 other), and 52% were non-Caucasian (from 9 different ancestral groups). 44 (68%) were in the first and 16 (25%) in second years of medical school. Post-workshop, mean scores on a 6-question stem cell donation knowledge test improved from 33% to 79% (p<0.001, Fig B), and 88% felt the workshop prepared them to discuss blood and stem cell donation for gbMSM with others.98% strongly agreed/agreed the workshop supported their development as health advocates (Fig C), including the abilities to: advocate for patients beyond the clinical environment (83%); work with patients (88%) or communities and populations (74%) to address and identify determinants of health that affect them and their access to care; respond to the needs of communities or populations by advocating with them for system-level change (83%); improve clinical practice by applying a process of continuous quality improvement to disease prevention and health promotion activities (79%); and contribute to a process to improve the health of a community or population they will serve (90%). 94% felt that the workshop should be incorporated into medical curricula.39 medical students participated in focus groups to share their perspectives on the workshop. (42% male, 37% LGBTQ+ identified, 76% non-Caucasian; 53% in first year of medical school). Qualitative analysis identified rich examples of participant development as health advocates through their participation in the workshop (Fig D).Conclusion:We present the perspective of a national cohort of medical students in Canada that their participation in a workshop on advancing health equity in blood product donation for gbMSM contributed to their development as health advocates. This workshop is a model for teaching health advocacy to medical students and is relevant to medical educators and curriculum developers. [Display omitted] DisclosuresNo relevant conflicts of interest to declare.

Neurology podcast utilization during the COVID-19 pandemic.

BackgroundAs medical education shifted to a virtual environment during the early coronavirus disease 2019 (COVID-19) pandemic, we evaluated how neurology podcasting may have been utilized during this period, and which features of podcasts have been more highly sought by a medical audience.MethodsWe conducted a retrospective analysis of neurology-themed blogs and/or podcasts between April 2019 and May 2020. Programs were eligible if they reported mean monthly downloads > 2000, were affiliated with an academic society, or offered continuing medical education credit. Thirty-day download counts were compared between study months, with adjustment for multiple testing. Exploratory analyses were performed to determine which podcast features were associated with higher downloads.ResultsOf the 12 neurology podcasts surveyed, 8 completed the survey and 5 met inclusion criteria. The median monthly download count was 2865 (IQR 869–7497), with significant variability between programs (p < 0.001). While there was a 358% increase in downloads during April 2020 when compared to the previous month, this was not significant (median 8124 [IQR 2913–14,177] vs. 2268 [IQR 540–6116], padj = 0.80). The non-significant increase in overall downloads during April 2020 corresponded to an increase in unique episodes during that month (r = 0.48, p = 0.003). There was no difference in 30-day downloads among episodes including COVID-19 content versus not (median 1979 [IQR 791–2873] vs. 1171 [IQR 405–2665], p = 0.28).ConclusionsIn this unique, exploratory study of academic neurology-themed podcasts, there was no significant increase in episode downloads during the early COVID-19 pandemic. A more comprehensive analysis of general and subspecialty medical podcasts is underway.