Medicine Course Research Articles

COVID-19 reshaped students’ perceptions of teaching excellence but not their evaluations of teaching

Teaching excellence (TE) at the tertiary level has been extensively researched, with student perceptions of its frequency and the educator attributes that comprise it, increasingly important for student retention and learning, and institutional quality and benchmarking purposes. Despite its myriad of issues, student evaluation of teaching instruments (SETs) are the most commonly used proxies for TE. University students enrolled in medicine, nursing and health science courses were surveyed about TE-associated educator attributes before and after the COVID-19 pandemic. Students were also surveyed about the frequency of TE they experienced, and this was compared with metrics for associated unit SETs. Students’ 2022 perceptions of the frequency of TE were significantly lower than those for 2017, both overall and based on years of university study. Conversely, the mean 2022 SET was significantly higher than that of 2017, indicating a discordance between the perceived frequency of TE and SETs. Applying a framework with validated TE ‘themes’, we found a significant difference between pre- and post-pandemic values for the overall cohorts and non-first year students’ weightings of educator attributes that best describe TE. No such difference was found for first year students. These results strengthen calls for tertiary institutions to develop more authentic TE criteria, bespoke and dynamic SETs that more accurately reflect TE, and relevant educator professional development that will enhance students’ learning gain and overall university experience. The implementation of such initiatives will be increasingly important in a rapidly changing and more disrupted tertiary environment.

Understanding health students' knowledge of adverse drug reactions

This study investigated the knowledge of students from the Pharmacy, Nursing, Medicine, and Dentistry courses at UNITPAC regarding Adverse Drug Reactions (ADRs). A total of 111 students participated, with a percentage distribution per course of 34% in Pharmacy, 31% in Nursing, 20% in Medicine, and 15% in Dentistry. The results revealed that the majority of students acquired knowledge about pharmacovigilance and ADRs during their undergraduate studies, but there was variation among courses. Pharmacy had the highest knowledge index (71.1%) in pharmacovigilance, while Medicine had the greatest understanding of ADRs (72.7%). However, Nursing (26.5%) and Dentistry (17.6%) showed lower understanding of pharmacovigilance. Regarding knowledge about ADRs, Pharmacy (94.7%) and Medicine (72.7%) had the highest rates. In contrast, Nursing (73.5%) and Dentistry (41.2%) had lower comprehension. Polypharmacy was poorly understood, with 68.4% of Pharmacy students recognizing the term, compared to 17.6% of Dentistry students. The majority of students correctly defined ADRs, with Medicine (90.9%) and Pharmacy (89.5%) standing out. The research indicates the need for improvements in student education, especially in Nursing and Dentistry, to ensure a more comprehensive understanding and adequately prepare them to deal with ADRs in professional practice.

Coloring Outside the Lines: Teaching Graphic Medicine as Disability Studies

The article argues for the importance of teaching undergraduate graphic medicine courses informed by disability studies. Using her experiences teaching graphic medicine classes over the last eight years, the author argues for the importance of graphic medicine courses beyond medical school curricula. This creates an opportunity not just to introduce disability studies concepts to undergraduates, but also for disability studies and graphic medicine to meaningfully illuminate each other. The article argues that framing comics through disability aesthetics and disability activism (including precepts such as access intimacy and disability justice) reveals how powerfully and consistently graphic medicine centers each. In turn, graphic medicine provides powerful opportunities to reimagine disability representation and access as aesthetics and accommodation. The article shares experiences of teaching graphic medicine, reflects on related dilemmas, and offers fruitful strategies for anyone wishing to teach graphic medicine courses informed by a disability studies approach.

Expectations And Motivations Of Young Occupational Medical Physicians: A Quantitative Survey Of Five German Academies

The aim of this study was to describe the characteristics of future occupational physicians and to evaluate their expectations from and motivations for undertaking postgraduate medical education courses in occupational medicine. This will provide a basis for further increasing the attractiveness of occupational medicine as a discipline in preventive medicine and counteracting the shortage of occupational medical physicians. At five locations in Germany, physicians in postgraduate medical education courses in occupational medicine were asked about their expectations from occupational medicine, their reasons for starting postgraduate medical education courses, and their assessment of these courses. The survey took place between 2018 and 2021. The data were analysed descriptively, and a cluster analysis was applied to identify the types of motives for continuing postgraduate medical education courses in occupational medicine. Of the 233 respondents, the majority were female (68.5%) and the mean age was 43.1 years (SD 7.9 years). The response at the State Chamber of Physicians of Saxony was 50% and at the remaining four academies was between 18% and 23%. The analysis revealed four different types of motives: "career & interest", "work & life balance", "self-employment" and "desire for change". Two-thirds of the participants were in favour of a greater integration of occupational medicine into medical school curriculum. The results suggest that there are different motives that lead physicians to pursue continuing education in occupational medicine. These motives should be considered when recruiting young occupational physicians.

The most effective strategies in teaching theoretical Anatomy in Medical schools, from a student’s view

Introduction: The anatomical study cannot be limited to memorization and identification of structures. It is essential that, in a modern and dynamic approach to this discipline, contextualization is adopted, and above all, the clinical applications of what is studied, in addition to other methods such as 3D images. It is necessary to understand the student's conception of such methods – the didactic and scientific evidence at the moment – so that they can make the connection – in the present and the future – with professional life. Methodology: The research, carried out with 163 medical students from two educational institutions in Juiz de Fora, aimed to find out which methodologies were used in their anatomy course; Which one(s) among them is(are) seen as the most effective, and most facilitator(s) of the learning process and approach to clinical practice. The data obtained were processed using the SPSS program, version 20.0. Results: It was evident that the approach to anatomical content based on clinical direction, contextualization of the subject, and use of radiological images is more widespread in Medicine. The application of seminars and clinical debates was scarcely explored. The use of alternative technologies to slides was notable in the Medicine course. Medical students, markedly, advocate for contextualizations and clinical applications. Conclusions: Students, in general, recognize the effectiveness of contextualization, clinical correlations, and the use of images. Few students support the use of seminars. As much as the interviewees do not prefer more summarized theoretical classes, they would like fewer structures to lean about, with more direct books.

Characteristics, content, and instructors in emergency and urgent medicine courses in the medical departments of Spanish universities

Characteristics, content, and instructors in emergency and urgent medicine courses in the medical departments of Spanish universities

A qualitative study of the preference needs of specialized nurses participating in professional training courses of Traditional Chinese Medicine nursing

A qualitative study of the preference needs of specialized nurses participating in professional training courses of Traditional Chinese Medicine nursing

Health of the black population in health training: perspectives towards racial equity.

This article aims to understand the view of racial equity and the motivations for approaching the health of the black population in Collective Health, Nursing, and Medicine courses at a Brazilian public university, guided by the black perspective of decoloniality. Considering Institutional Racism, it is necessary to invest in the interfaces between the education and health sectors in the training of professionals for the Unified Health System. This is a qualitative study with an intervention-research approach, affirming a social and political commitment to transforming reality. Workshops were held with representatives of the Structuring Teaching Centers of the selected courses. The theme of the health of the black population has been elaborated in a prompt and decontextualized manner, with no reflection based on structural racism, power relations, and Brazilian socio-historical formation. This creates a distance from the guidelines proposed by the National Policy for Comprehensive Health of the Black Population. At the end of this article, perspectives are identified for the reorientation of health training, aimed at increasing democratic density and racial equity.

Describing a medical school's rural activity footprint: setting selection and workforce distribution priorities.

There is growing evidence supporting a shift towards 'grow your own' approaches to recruiting, training and retaining health professionals from and for rural communities. To achieve this, there is a need for sound methodologies by which universities can describe their area of geographic focus in a precise way that can be utilised to recruit students from their region and evaluate workforce outcomes for partner communities. In Australia, Deakin University operates a Rural Health Multidisciplinary Training (RHMT) program funded Rural Clinical School and University Department of Rural Health, with the purpose of producing a graduate health workforce through the provision of rural clinical placements in western and south-western Victoria. The desire to establish a dedicated Rural Training Stream within Deakin's Doctor of Medicine course acted as a catalyst for us to describe our 'rural footprint' in a way that could be used to prioritise local student recruitment as well as evaluate graduate workforce outcomes specifically for this region. In Australia, selection of rural students has relied on the Australian Statistical Geography Standard Remoteness Areas (ASGS-RA) or Modified Monash Model (MMM) to assign rural background status to medical course applicants, based on a standard definition provided by the RHMT program. Applicants meeting rural background criteria may be preferentially admitted to any medical school according to admission quotas or dedicated rural streams across the country. Until recently, evaluations of graduate workforce outcomes have also used these rurality classifications, but often without reference to particular geographic areas. Growing international evidence supports the importance of place-based connection and training, with medical graduates more likely to work in a region that they are from or in which they have trained. For universities to align rural student recruitment more strategically with training in specific geographic areas, there is a need to develop precise geographical definitions of areas of rural focus that can be applied during admissions processes. As we strived to describe our rural activity area precisely, we modelled the application of several geographical and other frameworks, including the MMM, ASGS-RA, Primary Healthcare Networks (PHN), Local Government Areas (LGAs), postcodes and Statistical Areas. It became evident that there was no single geographical or rural framework that (1) accurately described our area of activity, (2) accurately described our desired workforce focus, (3) was practical to apply during the admissions process. We ultimately settled on a bespoke approach using a combination of the PHN and MMM to achieve the specificity required. This report provides an example of how a rural activity footprint can be accurately described and successfully employed to prioritise students from a geographical area for course admission. Lessons learned about the strengths and limitations of available geographical measures are shared. Applications of a precise footprint definition are described including student recruitment, evaluation of workforce outcomes for a geographic region, benefits to stakeholder relationships and an opportunity for more nuanced RHMT reporting.

Challenges in applying theoretical knowledge from the general medicine course in clinical practice: A qualitative study

Challenges in applying theoretical knowledge from the general medicine course in clinical practice: A qualitative study

Arte y ciencia: encuentros y aprendizajes entre estudiantes universitarios y de primaria

The Academic Integration Week (SINTA) is a component of the curriculum called Curricularization of Extension in the Veterinary Medicine Course, in which teachers, students and postgraduates committed to society develop integration projects with the local community. The Project-Based Learning (PBL) methodology is used, with a view to apply theoretical concepts in such a way that the information translates into knowledge for both the university and society, as well as action-research with the aim of teaching the student to be a researcher in a reflective process. Specifically, the aim of this project was to present science in a playful way to approximately ninety elementary school students - final years (7th and 8th grades), whose percentage of adequate learning has been inadequate. Postgraduate and undergraduate students were involved in the activity by demonstrating microorganisms using electron microscopes so that primary school students could learn the basic concepts of science. The knowledge of science was learned in a practical way and the perceptions of the images were recorded with illustrations, integrating the knowledge of science with that of art, resulting in the apprehension of the information taught and transformed into knowledge to be applied in everyday life.

Study of the impact of introducing a multimedia learning tool in podiatric medical courses

AbstractBackgroundMedical students face the challenge of learning vast amounts of complex information. Existing research suggests improved learning outcomes using multimedia resources but reports on their impact on podiatric education are scarce. To explore the potential of multimedia‐based learning tools in enriching medical education, this study examined the impact of Osmosis, a platform featuring interactive videos, flashcards, and self‐assessment quizzes on podiatric medical student outcomes.MethodsThis quasi‐experimental study examined the impact of Osmosis, a multimedia learning platform with videos, flashcards, and quizzes, on podiatric medical students' learning outcomes. Two cohorts (T = Osmosis access, N = 86; C = no access, N = 87) took Pharmacology and Podiatric Medicine courses consecutively. Final exam scores, final course grades, platform usage metrics (median weekly videos watched, flashcards, and quizzes), and student experience surveys were analyzed.ResultsAnalyses revealed no statistically significant differences in final exam scores between the groups in Pharmacology and Podiatric Medicine. While the treatment group exhibited a slight upward trend, further research is required for conclusive evidence. Student perceptions of Osmosis were overwhelmingly positive, with 90.2% of students agreeing that it facilitated concept learning and understanding compared to 54.9% for the textbook. Similarly, 80.4% of the treatment group felt that Osmosis enhanced their test performance, exceeding the 54.9% recorded for the textbook. Correlation analysis indicates a plausible connection between platform usage and academic success, as reflected by moderate positive correlations (r = [0.14, 0.28]) with final grades. Logistic regression analysis revealed that students with Osmosis access were 2.88 times more likely to score 90% or higher on the Pharmacology final exam (p < 0.05) and exhibited increased odds of achieving high (90%+) final course grades in Podiatric Medicine (OR = 2.71).ConclusionsThese findings suggest that Osmosis holds promise as a tool to support podiatric medical student learning. While the lack of statistically significant differences in final exam scores warrants further investigation, the positive student perceptions, high engagement rates, and increased odds of high scores in specific areas indicate the potential for Osmosis to positively impact academic outcomes. Therefore, a multimedia‐based resource like Osmosis appears to show promise as a tool to support podiatric medical education. The limitations inherent in the quasi‐experimental design necessitate further studies to confirm its effectiveness and long‐term impact on podiatric medical education.

Spirituality and health of medicine students

Spirituality has been linked to medicine since ancient times, but over time beliefs about spirituality were replaced by scientism and technicality. In the field of medicine, this impact was very significant, because the act of caring is essential, and this care was gradually lost.Recent studies such as the one by ATARI et al., (2020) have been evaluating the effects of adopting spiritual practices such as mindfulness meditation by university students and have observed various types of benefits in mental health, body relaxation, sleep quality, self-knowledge and well-being. be.This study aimed to analyze the possible relationship between spiritual practice and the emotional stability of young people and how spirituality can contribute to the strengthening of medical students who have just entered the course and the challenge of preparing for admission exams. This is known to be a phase of a lot of pressure and anguish, given the wide competition and stress of the candidates, as well as showing the students’ relationship with spiritual or spiritual practices.A quantitative-descriptive study was carried out with 123 students entering the Medicine course who attended the 1st and 2nd semester of the years 2020 and 2021. Data were collected through a Google Forms questionnaire, with multiple-choice questions and the term of consent for data collection. Then, the data were tabulated in Microsoft Excel for the stratification of responses and interpretation of results.Of the students who answered that they practice some spiritual activity or meditation linked to spirituality, there was a discrepancy: 23.39% of them managed to keep their focus on studies and managed well the pressure of the entrance exam against 12.9% of the group that does not practice any spiritualist activity. or declared himself an atheist.Another parallel is that the non-practicing group totaled 34.68% of them reported a lot of difficulty under the pressure of vestibular exams against only 19.85% of the group that had a life with regular activity and spiritual connection.The observed data infer that women, are more involved with religious practices ,but due to the small sample of man,any conclusion regarding gender was discarded.In conclusion,we can say that the results obtained in the study suggest that it is possible to have in spirituality a resource to assist in emotional management and maintain focus on studies,since the data allow associiating a direct relationship between the practice of spirituality or (Faith) and the greater ability to withstand pressures such aas studies for entrance exams.

Comparison of blended learning and traditional lecture method on learning outcomes in the evidence-based medicine course: a comparative study

BackgroundBlended learning comprised with flipped classroom (FC) and “internet plus” is a new learning strategy that reverses the position of teacher and students in class, and provides abundant learning resources before and after class. This study aimed to assess the impact of blended learning on learning outcomes in evidence-based medicine course, and compare with traditional learning method.MethodsThe participants of the two groups were from two difference cohorts in Air force medical university in China. The two groups toke the same pre-test before class and then were given the teaching of same chapters of evidence-based medicine with two different learning strategy. In the blended learning group, the participants were required to create a debriefing slide about their learning outcomes and the answers of questions given in advance after study the learning material sent by teacher a week before class, and the teacher gave a detailed summary based on the common problems, and distributed multimedia resources for review. After the experiment was carried out, learning outcomes including mastering knowledge, learning satisfaction, and self-evaluation were compared.Results37 and 39 participants were enrolled to blended learning and traditional learning groups, respectively, and no statistically significant difference were found in baseline information and pre-test grades. Statistically significant differences were found in learning outcomes including post-test score (t = 2.90, p = 0.005), changes of scores between pre-test and post-test (t = 2.49, p = 0.022), learning satisfaction (t = 12.41, p = 0.001), and self-evaluation of the two groups (t = 7.82, p = 0.001). Especially, the changes of scores between pre-test and post-test of blended learning and traditional learning groups were 4.05 (4.26), and 2.00 (2.85), respectively.ConclusionsThis study showed that compared with traditional learning strategy, blended learning can effectively enhanced participants’ acquisition of knowledge, learning satisfaction, and self-evaluation in evidence-based medicine. Using blended learning method including “internet plus” and flipped classroom is recommended in the teaching of evidence-based medicine course.

Is geriatric medicine teaching homogeneous? The analysis of geriatric medicine courses at Polish undergraduate medical programmes.

We aimed to analyse the characteristics of geriatric courses offered to undergraduate medical students in higher educational institutions (HEIs) in Poland. We searched the official websites of the HEIs offering the medical degree programmes and directly contacted the dean's offices and HEIs representatives to retrieve the relevant information. The documents were analysed for course content, teaching methods, duration, and recommended texts. We also checked the obtained curricula for the reference to of the learning objectives related to geriatric medicine, selected from the currently endorsed Polish educational standards (ES) provided by the Ministry of Science and Higher Education. Geriatric medicine courses were obligatory at all included HEIs (n = 19), but the courses differed in structure and content. The courses varied in duration from 11 to 60h and were primarily lecture based. Simulation was utilized at only one HEI and e-learning at two institutions. Out of 315 learning objectives, we acknowledged only 9 as geriatric. They were not always found in all curricula. Two HEIs included self-described learning objectives in their curricula. Across all HEIs, a total of 29 recommended texts (published between 1995 and 2021) were identified, including 2 English-language texts. Geriatric medicine was a mandatory subject for medical students of the included HEIs. However, there was a lack of uniformity in the offered courses. This leaves room for the development of a unified undergraduate geriatrics curriculum to effectively address diverse geriatric issues across Europe. The importance of this matter is highlighted by demographic trends and workforce challenges.

Design and Implementation of Interactive, Remote Online Escape Rooms in Medicinal Chemistry

This research explores the development, execution, and student feedback on a multi-themed digital escape room (ER) activity, designed for teaching medicinal chemistry during the COVID-19 pandemic. It aimed to examine students' perceptions of the ER activity, focusing on its effectiveness in enriching students’ understanding of medicinal chemistry and increasing their engagement level. Implemented in a synchronous online lecture for third-year pharmacy students, this ER activity was designed with the intention of fostering active learning and teamwork. A total of 184 students participated in various medicinal chemistry-themed challenges, using puzzles on a virtual whiteboard and breakout rooms for team discussions. The findings gathered from the post-implementation survey highlight the impactful learning outcomes associated with a replicable ER activity designed for online medicinal chemistry courses. This innovative teaching strategy not only cultivated a deeper understanding of key medicinal topics among students (mean=4.36) but also enhanced their collaborative skills through increased peer interaction (mean=3.73). They also reported higher level of engagement due to the interesting activities (mean=4.53). The quantitative results were affirmed by the qualitative feedback obtained from the open-ended questions, indicating a consistently positive learning experience and student reception towards the ER implementation. Although they encountered obstacles like stress, internet issues, and unfamiliarity with the ER format, more than 70% of the students agreed that the ER activity was a highly effective learning tool. This digital ER activity also demonstrates promise as an educational tool to encourage active learning and enhance students' motivation in learning medicinal chemistry. The study has showcased the potential benefits of integrating digital ERs into traditional teaching methods, especially for catering to the preferences of Generation Z students in a collaborative learning environment. In addition, the research offers valuable insights into the use of ERs in pharmacy education, contributing to the scarce literature on ER applications in medicinal chemistry and opening avenues for further research on ER-based educational strategies.

(034) EDI QUALITY IMPROVEMENT IN REPRODUCTIVE MEDICAL EDUCATION: A WORKED MODEL

Abstract Introduction Countless patients face challenges obtaining holistic generalist care and experience health disparities related to race/ethnicity and social structural determinants of health (SSDOH). Revisions to medical curriculum are necessary to ensure that graduates can competently provide care that is socially accountable and aligns with the needs of patients. Evidence supports the inclusion of generalist and equity, diversity and inclusion (EDI) content in curriculum to foster such competency. However, a 2022 study conducted at our medical school revealed a lack of generalism and EDI content in the case based learning (CBL) curriculum. An evidence-based process for assessing existing CBL curriculum for generalist content exists, but no process for revision has been described. While a process to revise EDI content in CBL curriculum exists, no studies to date have focused on reproductive medicine and urology content and the unique challenges associated with this area of medicine, such as the additional impact of stigma, trauma and discrimination related to pregnancy-related choice, sexual orientation or gender diversity. Objective To enhance generalist and EDI content within the Reproductive Medicine and Urology Course (RMUC) CBL curriculum. Further, to develop a worked model for enhancing generalist and EDI content in an existing CBL reproductive medicine and urology curriculum. Lastly, to provide medical graduates with the tools to provide care that is socially accountable and aligns with the current needs of patients. Methods We evaluated and revised five CBL cases in our medical school’s RMUC curriculum. We employed the Toronto Generalism Assessment Tool (T-GAT) to assess generalism, and adapted guidelines from Krishnan et al. to assess and implement the necessary changes related to EDI. Upon completion, we re-evaluated the RMUC CBL curriculum to ensure the incorporation of generalism and EDI content. We also used existing revision processes described by Bruner et al. to guide our overall approach. Results RMUC CBL cases were modified and our methods documented. Through this process, several challenges were identified and include difficulties with: (1) obtaining images due to lack of commercially available content that includes members of equity-deserving groups, (2) the time needed to appropriately incorporate SDOH already present in the cases, and (3) detecting content that was subtly paternalistic or missing a trauma-informed approach. Conclusions Generalism and EDI were lacking within the RMUC curriculum. Development of a worked model, accompanied by reflections on navigating encounters challenges, is underway. This will serve as a guide to others wishing to incorporate generalism and EDI into their reproductive medicine education programs. Disclosure No.

Situational diagnosis carried out at ESF 303

The Family Health Strategy (ESF) is crucial to expanding health coverage. This study, carried out by the second term of the Medicine course at the Centro Universitário de Goiatuba, analyzed the Family Health Strategy - 303, in Goiatuba, through situational diagnosis, which assesses the health conditions of a population, allowing us to know the challenges experienced in that place and plan strategic actions for possible improvements. Goiatuba, in Goiás, has 13 Family Health Units serving 35,664 inhabitants. Data from the health unit was collected and analyzed, including interviews with the preceptor and nurses, as well as site visits. A prevalence of cases of hypertension, diabetes and schizophrenia was observed, as well as structural weaknesses such as the lack of a vaccination room, a preventive care room, problems in the dental office and the absence of a full team of collaborators. These factors hamper the efficiency of the service and the quality of care. Pamphlets were distributed and an awareness campaign on healthy lifestyles was carried out, encouraging healthy eating, physical exercise and structural improvements to the unit were suggested, such as implementing psychological counseling. The research highlighted the importance of situational diagnosis in order to understand the reality of local health and implement more effective actions aimed at serving the entire population.

Digital native students using nutritional apps: are they more adherent to a mediterranean diet model? Results from the good APPetite survey

Reading and understanding food labels are crucial steps in healthy dietary choices. Nutrition-related applications (n-apps) have increased in the recent years and the aim of this study was to assess the use and the perception of n-apps among a population of university students, also investigating the attitude and relationship with reading food labels and adherence to the Mediterranean diet (Medi-Lite score).In 2023, 316 students, mainly attending the courses of Medicine, Pharmacy and Dietetics at the University of Brescia, Italy, completed an anonymous and specifically designed survey. 33.9% of the students stated that they use or have used n-apps. The most used apps were Yuka, MyFitnessPal, Fat Secret and Yazio, especially for the ease of use, speed, nutritional values estimation and barcode reading. 53.2% and 53.5% of the students declared to be food information and nutrition label readers respectively and the Medi-Lite mean value was 9.98 ± 2.46. N-app-users were significantly more attentive to food information and nutrition label than app not-users (both p < 0.0001) and recorded a Medi-Lite score significantly higher (p = 0.0131).The present study found for the first time an extensive correlation between the use of n-apps, the food labels awareness and healthy eating habits in a digitally native population.

Business of Medicine: Developing Leaders in Academic Medicine and Learning Health Systems.

To develop healthcare professionals as clinical leaders in academic medicine and learning health system; and uncover organizational barriers, as well as pathways and practices to facilitate career growth and professional fulfillment. The Department of Medicine strategic plan efforts prompted the development of a business of medicine program informed by a needs assessment and realignment between academic departments and the healthcare system. The business of medicine leadership program launched in 2017. This descriptive case study presents its 5th year evaluation. Competencies were included from the Physician MBA program and from specific departmental needs and goals. The program hosted a total of 102 clinical faculty. We had a 37% response rate of those retained at Indiana University School of Medicine. Overall, responses conveyed a positive experience in the course. Over 80% of participants felt that they gained skills in professional reflection, professional socialization, goal orientation, critical thinking, and commitment to profession. Financial literacy was overwhelmingly the skill that was reported to be the most valuable. Finance and accounting were mentioned as the most difficult concepts to understand. Familiar concepts included communication, LEAN, and wellness related topics. One hundred percent of participants said they are utilizing the skills gained in this program in their current role and that they would recommend the course to others. Business of medicine courses are more common now with programs describing elements informed by health system operations. However, few programs incorporate aspects of wellness, equity, diversity, inclusion, and health equity. Our program makes the case for multiple ways to develop inclusive leaders through a focused five-month program. It also recognizes that to really impact the learning health system, health professionals need leadership development and leaders suited to work alongside career administrators, all aiming towards a common goal of equitable patient-centered care.