Medical School Class Research Articles

Relationship Between Premenstrual Syndrome (Pms) And Appetite In Female Medical Students At Sam Ratulangi University

Premenstrual Syndrome (PMS) is conditions that affect part big Woman age reproduction, with symptoms vary? including change lust eating. Hormonal changes that occur in the luteal phase of the menstrual cycle menstruation can influence regulation lust eating and pattern consumption food. Research This aiming For analyze connection between PMS and lust eating at college students Faculty Sam Ratulangi University Medical School Class of 2024. Research This aiming For identify connection between PMS symptoms with change lust Eat as well as factors that influence it. Research This use design observational analytic with cross-sectional approach. Research sample a total of 138 female students were selected through purposive sampling technique. Data collected use Simplified Nutritional Appetite Questionnaire (SNAQ) questionnaire for measure lust eating and the Shortened Premenstrual Assessment Form (SPAF) for measure PMS symptoms. Data analysis was performed with the Spearman correlation test with level significance 0.05. Research results show that part big respondents (99.3%) experienced PMS symptoms with level severity varies. As many as 81.2% of respondents own lust eat well? during PMS, while the other 18.8% report lust undereating. Analysis?? correlation show existence connection positive weak between PMS and lust eating (r = 0.338, p < 0.001), which indicates that the more critical PMS symptoms, increasingly increase lust Eat respondents. Findings This confirm importance understanding more carry on about change physiological and psychological things that happen during PMS as well the impact to pattern eating.

"Bridging The Gap" Medical Degree Preparatory Program (EMDP2) Military Students Provide Leadership and Mentorship to Classmates.

The lack of adequate diverse representation (racially, socioeconomically, gender, second career applicants, student parents, etc.) within secondary education in the United States has proven to be a challenging and complex, multifaceted problem, and despite ongoing efforts, one that continues to remain unsolved. These disparities are well known and documented at all levels of education. The Uniformed Services University of Health Sciences is the nation's only fully federally funded medical school and capitalizes on the preexisting diversity and exceptional training already existing within the U.S. military's enlisted force through the Enlisted to Medical Degree Preparatory Program (EMDP2). This study aims to investigate how a novel program at a unique military medical school influences medical school class cohorts. This study used a traditional thematic qualitative analysis format. Thematic qualitative analysis is a method for identifying, analyzing, organizing, describing, and reporting themes found within survey responses. One hundred nine surveys via SurveyMonkey© were sent to EMDP2 students. Thirty-six surveys were returned for a response rate of 33%. Two co-investigators carefully read each participant response and coded independently line-by-line with constant comparison of each quote. NVivo© software was used to store the data as the counts progressed. After completion of data collection, results identified the following themes among survey responses being accepted, bridging the gap, feeling valued, gratitude, prior experiences, and professionalism. Students with prior military experience have a significant impact on our institutions medical school classes. These students provide mentorship and professionalism to their fellow classmates. This study helps educators understand the perspectives and challenges faced by prior-service medical students and appreciate how to use the prior experience of these unique prior-service members to benefit the entire class.

Change in Medical Students’ Attitudes Towards Family Planning After Pregnancy Counseling Panel Intervention

Purpose: This study evaluates changes in medical students’ attitudes after a virtual pregnancy counseling panel intervention during pre-clinical medical education at Indiana University School of Medicine. We hypothesized that students would feel more comfortable counseling and treating patients for unplanned pregnancy after attending the virtual panel. Methods: Students participated in a “Pregnancy Options Panel” during their second-year course covering reproductive health. The panel consisted of five health professionals: two complex family planning fellowship-trained physicians, an obstetrician gynecologist that does not perform abortions, a pediatrician with adolescent health training, and a licensed clinical social worker with expertise in adoption. The panelists discussed appropriate care for patients diagnosed with unintended pregnancy. Two identical 19-item surveys consisting of multiple-choice and open-ended questions were electronically disseminated before and after the panel to assess students’ comfort and beliefs about family planning counseling and treatment. A $10 gift card incentive was given to all students who completed both surveys. The survey asked students to rank their comfort on a Likert scale from zero to five with zero being “not comfortable at all” and five being “very comfortable” after considering the following question: “Assuming you have the knowledge and training required, if a patient presents in her first trimester requesting an abortion of a normal pregnancy, indicate how comfortable you would feel a) referring the patient to an abortion provider, b) prescribing an ‘abortion pill,’ and c) performing a surgical abortion?” Students were asked the same question under the circumstance of a fetal anomaly incompatible with life or pregnancy posing a life-threatening risk to the mother. Students were furthermore asked to report how they believe a doctor should behave while counseling patients with unintended pregnancy (i.e., having a neutral status or disclosing their personal beliefs). Statistical analyses were performed using non-parametric statistics (Wilcoxon signed rank and McNemar’s test) to compare before and after responses of participants. Results: The second-year medical school class enrolled in the reproductive health course at Indiana University was composed of 366 students with 189 students (51.6%) identifying as female. Of the 366 students, 207 (60.5%) completed the survey before the panel and 181 (49.5%) completed the survey after the panel. The demographics of the students who completed both surveys before and after the panel (171 students, 46.7%) were as follows: 60.6% female, 37.6% male, 64.9% white, 2.9% black, 84.6% non-Hispanic, and 10.7% Hispanic. After the pregnancy panel, students reported increased comfort when contemplating referral to an abortion provider, prescribing a medication abortion, and performing a surgical abortion compared to prior to the panel (p<0.01, all comparisons). Students felt more comfortable referring a patient to an abortion provider (p<0.01), prescribing an abortion pill (p=0.02), and performing a surgical abortion (p=0.05) knowing the fetus had a condition incompatible with life or the mother’s life was at risk after the educational intervention. In addition, students were more likely to withhold disclosing their personal beliefs about abortion when counseling a pregnant patient (64.6% vs 42.3%, p<0.01), felt more capable of approaching the conversation about pregnancy options in a genuinely neutral manner (86.4% vs 71.6%, p<0.01), and had a significant increase in preparedness to counsel on continuing pregnancy, abortion, and adoption (p<0.01). There was no change in students’ beliefs when considering if it is ethical for a physician to advocate their position on abortion when counseling a patient, as 90.0% and 95.3% answered “No” before and after the panel, respectively (p=0.08). Conclusions: Our pregnancy options counseling panel effectively guided students through a common reproductive health scenario counseling a patient who has been diagnosed with unintended pregnancy. Second year preclinical medical students felt more prepared to counsel patients neutrally and without influence of their own beliefs after attending the educational event. Students additionally felt more comfortable referring to an abortion provider, prescribing a medical abortion, and performing a surgical abortion after the panel, emphasizing how exposure to family planning scenarios can influence future physicians’ comfort providing non-judgmental counseling and abortion care. Expert panels comprised of health professionals with diverse clinical and social perspectives on pregnancy options can serve as an instructional model for preparing medical students for their obstetric and gynecological clinical clerkship and improving pre-clinical medical curriculum on the often-neglected topic of abortion.

Gender trends in Canadian medicine and surgery: the past 30 years

BackgroundWhile the number of women entering medicine has steadily increased since the 1970s in Canada, the gender composition along each stage of the medical training pathway has not been comprehensively reported. We therefore sought to systematically examine the gender composition of students, residents, and practicing physicians over the past 30 years in Canada.ResultsIn this cross-sectional analysis of Canadian medical trainees including MD applicants (137,096 male, 169,099 female), MD students (126,422 male, 152, 967 female), MD graduates (29,413 male, 34,173 female), residents by the decade (24,425 male, 28,506 female) and practicing surgeons (total 7,457 male, 3,457 female), we find that increased female representation in medicine is not matched by representation in surgery, with the key being the specialty choice process. The likelihood of female applicants matriculating to medical school was less than male applicants in the 90s (OR 0.92, 95% CI 0.92–0.93), greater in the early 2000s (OR 1.03, 95% CI 1.03–1.04), and has since balanced out (OR 1.00, 95% CI 1.00-1.01), with medical school classes being nearly 60% female for the past two decades. Despite this, females have remained underrepresented in most surgical residency programs, with odds of female medical students entering surgical residency other than Ob/Gyn being about half that of male students (OR 0.56, 95% CI 0.44–0.71), resulting in a slow increase in practicing female surgeons of less than 0.5% per year in many surgical disciplines and projected parity decades or centuries in the future.ConclusionsWhile undergraduate medical education has been majority female in Canada for nearly three decades, females remain greatly underrepresented in the physician workforce within surgical specialties. To build a representative medical workforce equipped to care for diverse patient populations, factors influencing the specialty choices of early career physicians will need to be examined and addressed.

US Fourth-Year Medical Students: Diabetes Knowledge and Confidence Dissonance.

Self-assessed confidence is not a reliable indicator of knowledge levels, as multiple studies have shown; however, it is often used as a measure of knowledge. The purpose of this study is to identify whether the confidence of graduating students in a US medical school to diagnose and treat diabetes is correlated with their diabetes-related knowledge. We developed a 38-question survey, targeting students' external experiences, knowledge, and confidence related to the diagnosis, treatment, and prevention of diabetes. The survey includes six self-reported confidence questions and 15 multiple choice-style questions, to test diabetes knowledge. The survey was administered electronically using REDCap to the graduating medical school class (n=176) at Upstate Medical University. We calculated mean knowledge scores and confidence scores were calculated. We used Pearson correlation and t tests to assess for correlations and differences in the collected data. We also reviewed diabetes content in the current curriculum. The response rate was 38%. The mean confidence score was 19.97 out of 30 (SD=3.92) and the mean knowledge score was 9.63 out of 15 (SD=2.09). Total knowledge and confidence scores were not correlated. A positive correlation between confidence in prescribing/adjusting medications to treat patients with type 1 diabetes and knowledge levels was found (R=.325, P=.007). Academic electives, external experiences with diabetes, and demographics did not correlate with knowledge and confidence differences. Students overestimated their ability to adequately manage people with diabetes. Better approaches are needed to prepare future physicians to diagnose and treat diabetes.

Two for the price of one: The benefits of job sharing to increase women representation in surgical specialties

Background: Women represent over 50% of medical school classes in Canada, yet only 36.8% of surgical residency applicants identified as female from 1995-2019. One potential explanation for this discrepancy is the lack of work-life balance. Job sharing is an alternative work schedule in which two employees share the responsibilities of one full-time job. Although job sharing is not common in medicine, it may provide a solution to this issue. This paper proposes the implementation of job sharing to increase women representation in surgical specialties and discusses the benefits it would provide to patients, physicians, and the healthcare system.
 Methods: The authors developed a pitch for job sharing in medicine after conducting a review of the literature as part of their participation in the Cutting Edge Womxn in Surgery Hackathon at Dalhousie University.
 Results: Job sharing has been successfully implemented in other industries and could have numerous benefits in medicine, such as preventing burnout and increasing women representation in surgical specialties. Physicians who practice job sharing report feeling supported while having improved work-life balance.
 Conclusion: Job sharing is a promising solution to increase women representation in surgical specialties and prevent burnout among physicians. The implementation of job sharing would benefit patients, physicians, and administration. By targeting excessive workload and promoting work-life balance, physicians can feel more satisfied in their roles and provide higher quality care to their patients. Job sharing warrants further exploration as a potential solution to the underrepresentation of women in surgical specialties and the burnout epidemic in the medical profession.

Case-Based Immigrant Health Ethics Curriculum: A Pathway to Improve Care and Advocacy.

Introduction Immigrants comprised a significant portion of the total population in the United States (US), and a considerable number of children in the US live with at least one immigrant parent, which has continued to increase over the past decades. However, healthcare providers (HPs) in the US report lack of comfort in interacting with immigrant and refugee populations. Methods The authors, in partnership with the Midwest Consortium of Global Health Educators, developed an innovative,interactive ethics curriculum within the Immigrant Partnership Advocacy and Curricular Kit (I-PACK). They sought to increase HPs' confidence in navigating complex encounters with immigrant families by teaching a relevant ethical framework, highlighting the importance of cultural humility, and equipping learners with an ethics tool (five-box Method) for use in clinical encounters. They piloted the curriculum during threeworkshop sessions in 2020-2021, and this curriculum continues to be used nationally as a part of I-PACK. Results Pre- and post-session surveys indicated thatall participants (100%, n=22) reported acquisition of new skills/knowledge and 19 (86%) felt confident applying this to their clinical practice. The participants reported appreciation for an ethical framework with which to analyze cases, enjoyment of active participation in small group discussions, and utility of the five-box method tool. Some areas of improvement offered were to have more cases and more time dedicated to small-group discussions. Conclusions Given the success of the I-PACK ethics curriculum pilot, the authors plan to incorporate immigrant health cases in the general ethics training in medical school classes and pediatric residency training. Furthermore, they will advocate for the importance of including immigrant health ethics across graduate medical education, as fluency and competence in navigating the ethics of immigrant health are required to provide patient-centered, culturally informed care to all populations.

Pathologists Shortage in United States of America (USA) - How Academic Centers and Private Laboratories Can Play an Effective Role in Recruiting Qualified Future Pathology Residents from Pool of United States (US) and International Medical Graduates (IMGs)

Abstract Introduction/Objective Pathology training (PT) in the US requires 4 years of AP/CP training. Only 2% of any medical school class (US or IMGs) enter Pathology. However, among practicing pathologists, an estimated 20 to 30% are IMGs that are working in academia/private settings. Even with artificial intelligence (AI) and digital pathology (DP), the need for pathologists will continue to rise, especially those who will acquire AI and DP skills. Methods/Case Report Our facility is a private reference laboratory. About 60 to 70% of graduates after residency join private practices. We initiated an education model to offer internship opportunities mainly for IMGs who have difficulty in gaining access to US academic centers due to numerous obstacles. Our initiative also offered electives for US medical students (US-MS) exploring pathology as a career. Between 2016 and 2022, 72 IMGs (12 countries) and 18 MS (5 states) rotated with us in a structured rotation lasting 4 weeks. Results (if a Case Study enter NA) Most of our IMGs were not able to find access to academic centers for internship. From the pool of IMGs who rotated with us, 51/72 (70%) matched into PT. In addition, we were able to positively influence 16/18 (88%) US-MS to adopt pathology as a career. Conclusion 1) We successfully created an educational model in a non-academic setting to mentor and prepare access to academic centers through PT as aspiring pathologists, 2) IMGs in our program excel in their respective countries; they were interviewed before being accepted into our program and committed to pathology with higher chance of matching, 3) US-MS that rotated through our program have higher rate of adopting pathology as a career when compared to traditional academic pathology rotations, and 4) more academic centers should consider allowing internships to IMGs and initiate private collaborations as an integral part of supporting the future of our profession.

Undue Burden the Medical School Application Process Places on Low-Income Latinos

Undue Burden the Medical School Application Process Places on Low-Income Latinos

Motivational Interviewing Education in North American Family Medicine Clerkships: A CERA Study.

Many health conditions are preventable or modifiable through behavioral changes. Motivational interviewing (MI) is an evidence-based communication technique that explores a patient's reasons for behavioral changes. This study assesses the current landscape of MI training in North American Family Medicine (FM) clerkships. We analyzed data gathered as part of the 2022 Council of Academic Family Medicine's Educational Research Alliance (CERA) survey of FM clerkship directors (CDs). The survey was distributed via email invitation to 159 US and Canadian FM CDs in June 2022. Of the 94 responses received, 61% indicated that MI training is provided in their FM clerkship. Medical school type, class size, and location were associated with MI training priority, offerings, and duration in the clerkship, respectively. CD experience correlated with MI training duration; student MI skill training level was associated with MI training duration and priority; the rigor of student MI skills evaluation was correlated with MI teaching methods and training duration; self-reported student MI competency was associated with the length of time students spent with FM community preceptors as well as MI training priority and teaching methods; and several items emerged as predictors of student, CD, and FM faculty MI training expansion. Opportunities exist to enhance the volume, content, and rigor of MI training in North American FM clerkships as well as to improve self-reported student MI competency within those clerkships.

Teaching the Legacy of Slavery in American Medicine and Psychiatry to Medical Students: Feasibility, Acceptability, Opportunities for Growth.

Understanding the legacy of slavery in the United States is crucial for engaging in anti-racism that challenges racial health inequities' root causes. However, few medical educational curricula exist to guide this process. We created a workshop illustrating key historical themes pertaining to this legacy and grounded in critical race theory. During a preclinical psychiatry block, a second-year medical school class, divided into three groups of 50-60, attended the workshop, which comprised a 90-minute lecture, 30-minute break, and 60-minute small-group debriefing. Afterwards, participants completed an evaluation assessing self-reported knowledge, attitudes and beliefs, and satisfaction with the workshop. One hundred eighty students watched the lecture, 15 attended small-group debriefings, and 132 completed the survey. Seventy-six percent (100) reported receiving no, very little, or some prior exposure to the legacy of slavery in American medicine and psychiatry. Over 80% agreed or strongly agreed that the workshop made them more aware of this legacy and that the artwork, photographs, storytelling, and media (videos) facilitated learning. Qualitative feedback highlighted how the workshop improved students' knowledge about the legacy of slavery's presence in medicine and psychiatry. However, students criticized the lecture's scripted approach and requested more discussion, dialogue, interaction, and connection of this history to anti-racist action they could engage in now. Though this workshop improved awareness of the legacy of slavery, students criticized its structure and approach. When teaching this legacy, medical schools should consider expanding content, ensuring opportunities for discussion in safe spaces, and connecting it to immediate anti-racist action.

Medical School Factors Associated With Students Entering Otolaryngology

To determine medical school characteristics that are associated with medical students entering otolaryngology residency programs. Cross-sectional study. Publically available data on otolaryngology residents and academic otolaryngology programs. Publicly available websites were used to collect demographic and bibliometric characteristics for 1527 residents in Accreditation Council for Graduate Medical Education (ACGME)-accredited otolaryngology programs accounting for the 2017 to 2021 match periods. For each medical school, information on class size, number of otolaryngology faculty, presence of a home academic otolaryngology program, NIH research funding, presence of a student interest group, and top 10 ranking by Doximity or U.S. News and World Report (USNWR) were collected. Univariate and multivariate analyses were performed between the medical school factors and the percentage of each medical school class that matriculated into an otolaryngology residency program. On multivariate analysis, the following factors were found to be associated with a higher percentage of graduates entering an otolaryngology residency program: presence of a home academic otolaryngology program (standardized beta value (β) = 0.397, p < 0.0001), a 2021 top 10 ENT ranking according to USNWR (β = 0.206, p = 0.0028), and the average h-index of students from a medical school (β = 0.327, p < 0.0001). After controlling for multiple factors including research productivity, we found that the presence of a home academic program and a top 10 ranking on USNWR were associated with an increasing percentage of medical school graduates entering otolaryngology. NIH funding and the number of otolaryngology faculty were not associated with more students matriculating into an otolaryngology residency program. These findings can help guide medical schools and otolaryngology programs to recruit students into the field.

Learning by drawing and modeling: Teaching modalities for spinal anatomy in medical students.

Ongoing research has attempted to discern the optimal way to teach surgical anatomy. This study investigated the relative effectiveness of drawing and clay modeling on learning spinal anatomy among medical students. Participants were recruited from a first-year medical school class to participate in an optional educational session in their regular course schedule. Seventy-eight students participated, and 62 completed pre- and post-session tests. Participants were randomized to one of three groups, either learning spinal anatomy by (1) drawing, (2) clay modeling, or (3) reviewing a 3D anatomy application (control). All groups referenced the anatomy application; the control group had no additional learning modality. Students had 15 min to learn major anatomical structures in the lumbar spine according to their assigned modality. Learning was evaluated in terms of score differential on pre- and post-session anatomy tests, with questions focused on anatomy applied in different contexts such as pathophysiology and radiology. Improved pre- to posttest scores were expected for the drawing and modeling groups compared to control. On average, the drawing group's scores significantly improved by 11% from pre- to posttest. Scores in the clay and control groups did not significantly improve. Drawing is thus an effective strategy for learning basic and applied spinal anatomy, and drawing and clay modeling (with adequate time) may be useful for teaching medical students to apply surgical anatomical knowledge in various contexts. These modalities are generalizable to any surgical anatomical education, and should be further explored among surgical residents given their efficacy, feasibility, and minimal use of resources.

0924 Poor sleep regularity is widespread among first-year medical students

Abstract Introduction Poor sleep health is widespread within healthcare and is notoriously neglected during residency; however, little is known about sleep quality during the pre-clinical years of medical school. Sleep regularity is increasingly recognized as a key driver for sleep quality and health. This study sought to determine the prevalence of and the factors that contribute to irregular sleep among first-year medical students. Methods A one-time, 130-item survey was distributed to the first year medical school class three months into the first semester. Quantitative and open-text questions asked about various sleep health related topics, including sleep regularity across weekdays (WDs) and weekends (WEs) for the past two weeks. Likert scale responses were treated as continuous data and reported as mean ± standard deviation. Means for WD and WE times were compared using paired t-tests. Statistical significance was considered a p-value ≤0.05. Results Out of 209 medical students in the first-year class, 58% (n=121) completed the sleep irregularity items on the survey. Demographics mirrored those of the whole class: 46% male, 54% female, and average age 23.5. The differences between WD and WE times for getting into bed (1.03 hours ± 0.90 hours), falling asleep (0.92 ± 0.80 hours), waking up (1.62 ± 0.84 hours), and getting out of bed (1.89 ± 0.93 hours) were significant (p&amp;lt; 0.001). Furthermore, 49.3% of participants reported significant bedtime or wake time variability (&amp;gt;3 hours difference from one day to another) at least once per week during the past 3 months. This occurred despite respondents expressing a strong belief in the importance of sleep consistency (7.1 ± 2.25 on a 10-point Likert scale; 0=Strongly Disagree, 5=Neutral, 10=Strongly Agree). Conclusion Poor sleep regularity is widespread during the first year of medical school. While students are aware of the importance of consistent bedtimes and wake times, they rarely follow this knowledge suggesting that external factors encountered during medical school such as poorly balanced academic workloads or stress might be to blame. Future studies should seek to better understand the factors contributing to poor sleep regularity in medical school and develop interventions to help students address any barriers. Support (if any)

0918 Elevated stress during the first-year of medical school negatively impacts sleep quality

Abstract Introduction Poor sleep health is widespread within healthcare and is notoriously neglected during residency; however, little is known about sleep quality during the pre-clinical years of medical school. Stress contributes to poor sleep quality and is commonplace in medical education. This study sought to understand how stress impacts sleep among first-year medical students. Methods A one-time, 130-item survey was distributed to the first-year medical school class three months into the first semester. Quantitative and open-text questions sought to understand student demographics, mental health, sleep quality, and sleep-related behaviors, beliefs, and knowledge. Highly prevalent anxiety was defined as feeling nervous/anxious/on edge for more than half of the days during the previous two weeks. Odds ratios (OR) include 95% confidence intervals and were determined using binary logistic regression. Statistical significance was considered a p-value ≤0.05. Results 138 of the 209 students (66%) in the first-year medical school class completed the survey. Demographics mirrored those of the whole class: 46% male, 54% female, and average age 23.5. Short sleep was prevalent with a mean (standard deviation) sleep time of 6.85 (0.86) hours. Additionally, more than three-quarters reported suboptimal sleep: 56% rated quality as average, and 21% rated quality as poor/very poor. 33% of respondents reported difficulty falling asleep at least once per week. A lack of restorative sleep was also common: 38% felt that sleep was rarely or never refreshing. Over half of respondents (51%) attributed poor sleep to either stress or school, and 29% of students reported elevated or highly prevalent anxiety. Elevated anxiety predicted suboptimal sleep quality (OR 14.67, 1.70-126.76, p=0.015) and a lack of restorative sleep (OR 6.00, 1.52-23.71, p=0.011). Similarly, suboptimal sleep quality was associated with highly prevalent anxiety (OR 44.0, 4.62-418.93, p&amp;lt; 0.001) and difficulty falling asleep (OR 4.14, 1.76-9.75, p=0.001). Conclusion Poor sleep and stress are both prevalent during the first year of medical school, with students directly linking stress from their academic workload to impaired sleep quality and insufficient sleep duration. Due to the pervasiveness of stress within medical education, future interventions should help students improve their sleep during both low and high stress time periods. Support (if any)

543 Diversity in Burn Surgery Programs

Abstract Introduction Racial and gender disparities have been longstanding in the fields of medicine and surgery. In the literature, underrepresentation has been highlighted in plastic surgery and general surgery programs, however few studies examine this within burn surgery. Two studies describe the gender and racial disparities that exist in burn surgery leadership. This study seeks to compare and highlight the representation of minority and female surgeons in burn surgery training at a major metropolitan burn center to other surgical programs. Methods Applicant data were reviewed for acceptance to the clinical burn surgery fellowship program from 2008 to 2022. Self-identification was used to categorize gender as male or female and race as Asian, African American, White, and other. The gender and race of each applicant was recorded. The data was analyzed and compared to data trends in female and minority representation among physicians in other training programs. Demographic data were also obtained from newly hired staff of the same metropolitan burn center. Results From 2008-2022, there have been 30 physicians enrolled in this institution’s burn surgery fellowship program. Fourteen (46.7%) were female. Twelve (40%) were White, ten (33.3%) were African American, six (20%) were Asian, and two (6.7%) were of unknown racial background. From 2018-2022, there have been 277 newly hired staff members for the burn center. There were 238 females (85.9%). There were 142 (51.2%) who were White, 82 (29.6%) who were African American, 30 (10.8%) who were Asian, and 23 (8.3%) who were Hispanic or Latino. Conclusions In 2022, the US graduating medical class was 52% female – a proportion that has slightly increased over the last four years. Furthermore, the US graduating medical school class was 58.8% White, 25.5% Asian, 10.6% Hispanic or Latino, 8.3% Black; these proportions of minority groups have also demonstrated a slow, but steady, increase over the last four years. Previous studies have demonstrated a lack of diversity among burn surgery leadership, but do not address diversity among burn surgery fellows or among newly recruited medical staff within burn centers. This institution’s burn surgical program has aimed to maintain a diverse minority representation to serve a community that is also diverse in race, gender, and socioeconomic status. Applicability of Research to Practice Increasing gender and racial representation in burn surgery programs is beneficial for supporting the burn patient population, which is frequently diverse in race, gender, and socioeconomic status.

A Retrospective Observation of Medical Students Matching into Neurology Residencies Following a Change to Clerkship Curriculum (P11-2.004)

<h3>Objective:</h3> To retrospectively observe the proportion of the graduating medical school class pursuing residency training in neurology following a transition of the neurology clerkship to the third year of medical school. <h3>Background:</h3> Neurology is a rapidly growing field, resulting in adaptations in education over the years. In medical schools, there has been a trend to shift neurology clerkship rotations from fourth-year to third-year curriculums which has resulted in improved academic performance and higher enthusiasm for the field of neurology. <h3>Design/Methods:</h3> A retrospective observational study evaluating enrolled clerkship medical students at the Loyola University Chicago Stritch School of Medicine and the match rates into adult and child neurology specialties from 2001–2021. The students were divided into two groups involving those enrolled in clerkship when neurology was during the fourth-year curriculum (2001–2012) and students enrolled in clerkship when neurology was during the third-year curriculum (2013–2021). <h3>Results:</h3> Among the 3,093 students observed during 2001–2021, 59 students (1.9%) matched into adult neurology residencies and 15 students (0.48%) matched into child neurology residencies. There was a higher rate of students matching into both adult and child neurology specialties when neurology clerkship had transitioned to the third-year curriculum (37 students at 2.5% for adult; 11 students at 0.67% for child; <i>p</i> = 0.02) compared to the fourth-year curriculum (22 students at 1.4% for adult; 4 students at 0.28% for child; <i>p</i> = 0.11). <h3>Conclusions:</h3> There was a statistically significant observation of medical students matching into adult neurology residencies after the transition of neurology clerkship to the third-year curriculum. The match into child neurology was not statistically significant and likely due to an overall low events number. This data suggests earlier exposure to neurology can lead to a higher likelihood of students matching into neurology for residency training. <b>Disclosure:</b> Dr. Gill has nothing to disclose. Dr. Garg has nothing to disclose. Dr. Raedy has nothing to disclose. Dr. Pardieck has nothing to disclose.

Shift in Format of Medical School Education During COVID-19 in India, Portugal, and the U.S.

Since March 2020, when COVID-19 was declared a pandemic by the World Health Organization, medical schools across the globe have had to adapt medical student curriculums due to the burden of the pandemic on the healthcare system, social distancing measures, and limitation of health resources. The pandemic has pressured medical schools to shift from traditional in-person teaching to other formats to minimize in-person interaction. The purpose of this study was to explore the extent that COVID-19 initially impacted the format of medical school curriculums in different parts of the world. From June 12, 2020, to August 13, 2020, a survey was distributed to international medical student listservs, medical student social medial forums, and national medical student associations through Qualtrics. Currently enrolled medical students were asked to complete the questionnaire. For statistical analysis, chi-square and t-test were used at p &lt; 0.05. The survey was completed by 112 medical students from India, Portugal, and the U.S. Medical school classes shifted from in-person to online learning after the start of the pandemic. In all three countries, over 97% of respondents reported that classes became exclusively online after the pandemic. Compared to before the pandemic, medical students had less patient interaction after the start of the pandemic in India and the U.S. However, in Portugal, there was an increase in patient interaction among medical students. The COVID-19 pandemic led to new modes of learning for medical students and required medical schools to re-design traditional class formats.

Online Medical Education: Utilization of Google Forms for Remote Active Learning Experiences in a Large Medical School Class During the COVID-19 Pandemic.

Remote delivery of preclinical medical scientific curriculum during the COVID pandemic to a large medical school class (n = 429) provided limited options for active learning. We implemented adjunct Google Forms in a first-year medical school class to provide online, active learning with automated feedback and mastery learning approaches.

Taking More Society for Academic Emergency Medicine Practice Tests Does Not Lead to Improved National EM-M4 Exam Scores

Emergency medicine (EM) is a required clerkship for third-year medical students, and an elective EM acting internship (AI) is available to fourth-year students at our institution. The Society for Academic Emergency Medicine's (SAEM) National Emergency Medicine M4 Examination (EM-M4) is administered to students at the end of the EM AI experience. To prepare for the exam, students gain access to 23 practice tests available from SAEM. In this study we investigate the correlation between the number of practice tests taken and EM-M4 performance. We collected data for EM-M4 and the US Medical Licensing Exam (USMLE) Step 2 Clinical Knowledge (CK) from students completing a MS4 EM clerkship in consecutive medical school classes from 2014-2017 at a private medical school. In addition, we collected data during the clerkship on the number of practice exams taken and whether a comprehensive practice exam was taken. We analyzed the study population three ways to determine whether the number of practice tests impacted final exam results: a binary distribution (1-11 or 12-23 tests taken); quaternary distribution (1-6, 7-12, 13-18, or 19-23 tests taken); and individual test variability (1,2,3,…22,23 tests taken). Complete data for 147 students was used for data analysis. The EM-M4 showed moderate (r = 0.49) correlations with USMLE Step 2 CK. There was no significant difference in EM-M4 performance in the binary analysis (P ≤ 0.09), the quaternary analysis (P ≤ 0.09), or the continuous variable analysis (P ≤ 0.52). Inclusion of a comprehensive practice test also did not correlate with EM-M4 performance (P ≤ 0.78). Degree of utilization of SAEM practice tests did not seem to correlate with performance on the EM-M4 examination at our institution. This could be due to many factors including that the question bank is composed of items that had poor item discrimination, possible inadequate coverage of EM curriculum, and/or use of alternative study methods. While further investigation is needed, if our conclusions prove generalizable, then using the SAEM practice tests is an extraneous cognitive load from a modality without proven benefit.