Medical Student Participation Research Articles

Shared Decision-Making at the Intersection of Disability, Culture, and Language Accessibility: An Educational Session for Medical Students.

People with disabilities and those with non-English language preferences have worse health outcomes than their counterparts due to barriers to communication and poor continuity of care. As members of both groups, people who are Deaf users of American Sign Language have compounded health disparities. Provider discomfort with these specific demographics is a contributing factor, often stemming from insufficient training in medical programs. To help address these health disparities, we created a session on disability, language, and communication for undergraduate medical students. This 2-hour session was developed as a part of a 2020 curriculum shift for a total of 404 second-year medical student participants. We utilized a retrospective postsession survey to analyze learning objective achievement through a comparison of medians using the Wilcoxon signed rank test (α = .05) for the first 2 years of course implementation. When assessing 158 students' self-perceived abilities to perform each of the learning objectives, students reported significantly higher confidence after the session compared to their retrospective presession confidence for all four learning objectives (ps < .001, respectively). Responses signifying learning objective achievement (scores of 4, probably yes, or 5, definitely yes), when averaged across the first 2 years of implementation, increased from 73% before the session to 98% after the session. Our evaluation suggests medical students could benefit from increased educational initiatives on disability culture and health disparities caused by barriers to communication, to strengthen cultural humility, the delivery of health care, and, ultimately, health equity.

Evaluation of Knowledge, Protection, and Participation of Medical Students in Facing Recurrent Waves of the COVID-19 Pandemic.

Evaluation of Knowledge, Protection, and Participation of Medical Students in Facing Recurrent Waves of the COVID-19 Pandemic.

Obstetrics and gynecology patients’ perceptions about bedside teaching at a Saudi teaching hospital

BACKGROUND: Bedside teaching (BST) is a crucial component of medical education. It entails the interaction of students with patients in outpatient clinics and inpatient wards under the supervision of their tutors in order to improve the clinical skills of the students and, ultimately, patient outcomes. This teaching relies heavily on patients’ willingness and cooperation. The aim of this study was to assess the perception of Obstetrics and Gynecology (OB/GYN) patients regarding the presence and participation of medical students in BST. MATERIALS AND METHODS: A cross-sectional survey was conducted among OB/GYN patients at the outpatient clinics and inpatient wards at King Fahd Hospital of the University (KFHU) in Al-Khobar from January 1 to April 30, 2023. Data were collected online through the Google Drive survey tool using a validated and pilot tested questionnaire. Data were analyzed utilizing SPSS version 26.0. Chi-squared test was employed to test for association between two categorical variables. Multiple logistic regression model was used to determine variables associated with positive attitudes. RESULTS: A total of 507 patients completed online questionnaire. A highly positive patients’ attitude was observed toward the presence and participation of medical students during BST with a mean score of 81.8 ± 10.4. The acceptance rates were higher for female students compared to male students (91.9% vs 61.7%) and for senior doctors compared to junior doctors (89.9% vs 58.9%). Patients who came to the outpatient clinics were also more likely to accept students’ presence than those who went to hospital wards. Age, marital status, and previous clinic visits were positively associated with the acceptance level of the presence and involvement of medical students in BST without a significant difference. CONCLUSION: In general, patients had a good perception of medical students’ engagement in their care and that the gender of the medical students/doctors and clinical setting could affect this perception. Raising patients’ awareness of their valuable role in male medical students’ and doctors’ education should be raised, as this will increase their acceptance during BST.

Developing a framework for promoting interest and engagement of scholarship of teaching and learning for medical students

ABSTRACT Background The scholarship of teaching and learning (SoTL) is a field of academic research that focuses on improving learning through reflective and informed teaching. Currently, most SoTL-related work is faculty-driven; however, student involvement in SoTL has been shown to benefit both learners and educators. Our study aims to develop a framework for increasing medical students’ interest, confidence, and engagement in SoTL. Methods A student-led SoTL interest group was developed and a year-round program of SoTL was designed and delivered by student leaders of the group under the guidance of a faculty advisor. Individual post-session surveys were administered to evaluate participants’ perceptions of each session. Pre- and post-program surveys were administered to evaluate the program impact. Results The year-round SoTL program consistently attracted the participation of medical students and faculty. Survey responses indicated strong medical student interest in the program and positive impact of the program. Increased interest and confidence in medical education research were reported by the student participants. The program design provided opportunities for student participants to network and receive ongoing feedback about medical education research they were interested or involved in. Conclusion Our study provides insights for developing a framework that other institutions can reference and build upon to educate and engage students in SoTL.

NEW CHALLENGES OF DISTANCE TEACHING AT THE INTERNATIONAL MEDICAL FACULTY DURING THE WAR AND CORONAVIRUS PANDEMIC IN UKRAINE

The aim of this work is to address specific challenges related to the organization and future prospects of distance teaching in medical higher education institutions, especially pertinent amidst the current military situation in Ukraine. Materials and methods. In our analysis, we reviewed relevant experiences and documentation, considering the participation of medical students in higher education. The data analysis on student’s performance and engagement in online courses to assess the effectiveness of current distance teaching methods was performed. Results and discussion. The education of medical professionals at international faculties holds significant national importance, contributing to addressing various societal challenges and enhancing Ukraine's educational reputation. However, recent events such as the COVID-19 pandemic and martial law have posed new challenges for distance teaching practices in pedagogy. Ii is crucial for educators who work with international medical students to possess high levels of professionalism and moral integrity. Across the globe, simulation technologies are increasingly employed in medical training, offering innovative methods for preparing highly skilled medical personnel. One such technology is the "virtual patient," which allows learners to engage in realistic clinical scenarios, make diagnostic and treatment decisions, and understand the consequences of their actions without compromising patient safety. The development of communication and language skills among future medical professionals remains a pressing concern within higher education institutions. Utilizing technological storytelling methods to illustrate the journeys of successful specialists can provide valuable insights and inspiration for students. In the context of distance learning, maintaining prompt feedback channels between students and departmental teachers is essential for effective learning outcomes. Conclusion. Practical application of innovative methodological approaches provide with opportunity for teachers of medical higher education institutions to implement and improve the novel methods of work, to increase the effectiveness of the educational process and the level of knowledge of students of the international faculty. Innovative distance learning technologies stimulate the teacher's work, increase his/her professional level, since the organization of the educational process requires preparation for each class, constant pedagogical research, development and use of additional new materials, study of innovative technologies.

Формирование профессиональной идентичности студентов-медиков в процессе языковой подготовки: коммуникативный аспект

The article considers the communicative aspect of training future medical specialists for professional activity in the context of intercultural interaction. International cooperation in the field of medicine, which has increased due to the social and political importance of healthcare, increases the requirements for the professional language training of medical students, for their professional communication skills in a foreign language. The participation of medical specialists in the programs "Doctors without Borders" and the International Committee of the Red Cross requires future doctors not only proper language training, but also effective communication skills in a professional environment. It is assumed that the formation of the professional identity of medical university students can be effectively implemented if it is focused on the communicative aspect of professional language training.&#x0D; &#x0D; The purpose of the study is to determine the role of the communicative aspect of the language training of medical university students in the process of forming their professional identity.&#x0D; &#x0D; The research is based on occupational and linguistic-cultural methodological approaches. The significant role of the communicative aspect in the process of language training in the formation of the professional identity of medical university students is shown. The most important areas of professionally oriented language training are identified and characterized – training in professional communication, accuracy and clarity in the use of medical terminology, consultations with patients, registration of medical documentation and familiarization of future doctors with scientific research in a foreign language. The features of professional communication in the medical field in the context of intercultural interaction are revealed. It is proved that professional language training focused on the study of special medical terminology, cultural aspects, examples of medical documentation, as well as the participation of medical students in research activities contribute to the development of communication skills of future doctors in the process of forming their professional identity.&#x0D; &#x0D; The prospects for further research may be related to the study of the influence of the digital educational environment of the university on the process of forming the professional identity of medical students in the process of language training.

Obstetric violence in medical and nursing training

Obstetric violence originates from a historical, social and cultural construction about the body and the questions that permeate the female gender, which is a multifactorial process that is expressed in different ways in health care environments. As it is a complex process, its resolution is just as complex. In health training, technical knowledge is often valued, so students have little approach to themes such as obstetric violence. Aiming to understand how the theme of obstetric violence is discussed in both medical and nursing training courses in a higher education institution. Data were based on two sources: documentary research with institutional documents and narrative interviews. Students from the medical and nursing courses were selected by lottery considering the inclusion and exclusion criteria and then using snowball sampling. The data were analyzed according to Minayo’s Content Analysis. Emerged the theme: Approach to Obstetric Violence in Training. It was possible to understand that the institution approaches the theme in a superficial way with little significance during graduation, and this fragility, leads to a student who does not know how to react to these situations. Considering the social responsibility of the higher education institution, the students highlight the need for more reflections covering integral care. Thus, the importance of investments in the training process of future professionals is emphasized. As a limitation, it is evident the non-participation of male students, the low participation of sixth grade medical students, and the fact that this was a single institution. For further investigation of the theme, new research should be carried out with a wider scope.

Visual Intelligence Education as a Tool for Enhancing Medical Students' Self-Perception of Communication Skills.

Visual arts-based exposure and training are effective tools to enhance medical education. The visual arts can increase emotional intelligence and critical thinking skills. This study, conducted at Georgetown University School of Medicine (GUSoM) and the National Gallery of Art (NGA) in Washington, DC, was designed to measure the effect of a visual arts elective course on medical students' self-perception of their communication skills. This 6-week course involved lessons at the NGA and GUSoM for16 second-year medical students. The intervention students were age and gender-matched to14 second-year medical student control participants who took different elective courses. Prior to and following the intervention, the participants completed the Communication Skills Attitude Scale (CSAS). Statistical analysis was performed with either the 2-sided t-test or 2-sided Wilcoxon rank-sum test. There were no statistically significant differences in the presurvey scores between the groups. However, there were 6 CSAS questions in the postsurveys that had statistically significant differences between the 2 groups. Within each group, there were also numerous statistically significant differences between their presurvey and postsurvey responses, with positive changes occurring in the intervention group (IG) and primarily negative changes occurring in the control group (CG). The NGA course improved the self-perception of communication skills, with students reporting stronger views on the importance of communication skills in teamwork and patient rapport. The CG, on the other hand, did not have as many improved perceptions of communication skills and had stronger opinions regarding not needing the ability to communicate well to be a good physician. This study indicates that medical student communication skills can benefit from exposure to visual arts activities and experiences. Future physicians must become effective communicators, and this study paves the way for research investigating the relationship between visual arts education and the development of a physician's communication skills.

Understanding Medical Students’ Concerns about Explicit Informed Consent for Pelvic Exams Under Anesthesia

Medical student involvement in procedures, including pelvic exams under anesthesia (EUAs), is a fundamental part of medical education. While guidelines exist regarding informed consent for medical student participation, there is ongoing debate and uncertainty regarding the requirement and modality of obtaining explicit consent for pelvic EUAs. This study aims to explore the perceptions and experiences of medical students who do not favor an explicit informed consent process for pelvic EUAs. An anonymous online questionnaire was distributed to third- and fourth-year medical students at the University of Pittsburgh School of Medicine who had completed their obstetrics and gynecology core clerkship. The questionnaire included both quantitative and qualitative sections. Qualitative analysis was conducted using a mixed inductive and deductive coding approach, with key patterns, categories, and themes identified through content analysis. Among the 201 students included in the analysis, 50 students did not endorse an explicit informed consent process for pelvic EUAs. Themes that emerged from their open-ended responses included: (1) the belief that medical student involvement is implicitly included in patient agreements at teaching hospitals; (2) the perception that pelvic EUAs are an essential first step in gynecologic surgery; (3) the view that pelvic EUAs are comparable to other medical procedures; (4) concern that explicit consent would limit educational opportunities; and (5) the belief that pelvic EUAs are not harmful or traumatic to patients. The findings highlight the justifications provided by medical students who do not support explicit informed consent for pelvic EUAs. While some arguments align with previous ethical analyses, this study provides empirical and qualitative insights into students' perspectives. The belief that patients implicitly consent to medical student involvement at teaching hospitals warrants further examination, as patient awareness and understanding may vary. The differentiation between pelvic exams and other EUAs, as well as the perception of minimal harm, should be critically evaluated in the context of trauma-informed care and patient autonomy. Furthermore, the interconnectedness of educational and surgical aspects of pelvic EUAs should be clarified in patient-physician communication. Understanding the perspectives of medical students who do not favor explicit consent for pelvic EUAs is crucial for developing and implementing consent processes. The findings emphasize the need for enhanced patient-physician communication, standardized frameworks for learner involvement, and curricular adaptations to address patient perceptions and trauma-informed care. Future research should explore these themes in larger and more diverse cohorts to inform best practices in obtaining informed consent for medical student participation in pelvic EUAs.

A CROSS-SECTIONAL STUDY: KNOWLEDGE AND ATTITUDE TOWARD PARTICIPATION IN THE COVID-19 VACCINATION PROGRAM AMONG MEDICAL STUDENTS

Background: COVID-19 pandemic in Indonesia has increased. Therefore, some efforts are needed including the COVID-19 Vaccination Program to overcome this issue. Until June 29th, 2021, 28.304.774 Indonesians have received the first dose of the vaccine, and 13.329.738 for the second dose of vaccine, out of the national target of 181.554.465. It indicates that the coverage is still far from the target. The knowledge and attitude of the individual are one of the key factors for a person to participate in the program. Purpose: To analyze the correlation between the level of knowledge and attitudes toward their participation in the COVID-19 Vaccination Program among medical students. Methods: This is descriptive analytic with cross-sectional approach. The samples were 339 Medical Students Universitas Lambung Mangkurat. Sampling technique was collected using stratified random sampling technique. Data was retrieved online using Google Forms. Data were then analyzed using statistical software the IBM SPSS version 23. The fisher exact test was used to test the significance of the relationship. Results: We included 339 medical students, in which 264 students (77.9%) participated in the vaccination program but 75 students (22.1%) didn’t. The statistical test showed that p-value of the relationship between knowledge and attitudes with participation of medical student in the COVID-19 vaccination program with p-value= 0.055 and p-value= 0.025. Conclusion: There is no correlation between knowledge and participation of medical students in the COVID-19 Vaccination Program, but there is a correlation between attitudes toward the participation of medical students in the COVID-19 Vaccination Program.

Student perceptions of Twitter poll-based formative assessment in a rural medical college in India.

Formative assessment is vital for student learning and engagement. Social media platforms like Twitter have gained popularity in medical education, but little research has explored student perceptions of formative assessment through Twitter. This study aimed to observe participation rates in Twitter poll-based formative assessment and survey students' perceptions of it in a rural medical college in India. Fifteen formative assessment sessions were conducted using a Twitter poll after physiology lectures, with five multiple-choice questions per session. The number of participants in each poll was recorded. A questionnaire collected student perceptions after the sessions. Across 15 Twitter poll sessions, we received an average of 12.65 ± 5.53 (median 12) responses. Most students (63%) did not participate, with only 4% participating in over 10 sessions. A total of 107 students participated in the survey, resulting in an 85.6% response rate. Students found social media-based formative assessment interesting and effective for increasing attention in class. However, they preferred alternative platforms like Telegram and Instagram for formative assessment. In conclusion, most students in a rural medical college in India do not participate in Twitter poll-based formative assessment. Nevertheless, students found it interesting and effective, highlighting the importance of considering students' platform preferences for implementing social media-based formative assessment.NEW & NOTEWORTHY The study presents the participation of medical students in Twitter poll-based formative assessment in a rural medical college in India. Despite low participation rates, students found social media-based formative assessment highly effective in increasing their attention during class. The study also reveals student preferences for alternative platforms like Telegram and Instagram. These insights contribute significantly to understanding the impact and relevance of social media-based formative assessment in diverse educational contexts.

Participation of medical students in the medical team of sports events.

Including medical student volunteers in the medical team for the triathlon strengthens the medical team structure, and encourages medical students to involve in sports medicine. Family physicians who play a role in the medical team for sports events can adopt medical students as a member and can educate them.

Patients' Attitudes Toward the Involvement of Medical Students in Their Health Care in the Family Medicine Clinics in the Makkah Region, Saudi Arabia.

Background The medical undergraduates in the College of Medicine at Umm Al-Qura University, Saudi Arabia, are dedicated to undergrad training in family health facilities. Throughout this clinical attachment, students receive instructions in family practice, patient management, communication skills, clinical examination, and history-taking. Objectives This study was conducted to assess patients' attitudes and key contributing variables toward having medical students participate in their health care consultations in family medicine clinics in the Makkah region of Saudi Arabia. Methods A descriptive cross-sectional study was conducted on a sample of 529 patients who attended family medicine clinics in primary health care settings and were living in the Makkah region. The researchers collected the relevant data during a three-month period (from February 1 to the end of April 2023) by administering a validated, well-structured, self-administered online survey of 24 items on several electronic platforms and analyzing it with SPSS Version 23. Results The mean of their answers on attitude was found to be 41.6 ± 8.51, suggesting a positive attitude of the patients toward the involvement of medical students in their health care. Around 150 (28.4%) of the participants strongly agreed that medical students obtained their histories, and 119 (22.5%) strongly agreed that medical students performed clinical examinations for them. Around 104 (19.7) of the participants strongly agreed and 140 (26.5) perceived that the involvement of medical students in their health care improves doctors' competence. Being 56 years old or older, widowed, retired, or having chronic diseases were found to be associated with a more positive attitude of the patients toward the involvement of medical students in their health care, with p-values of 0.024, 0.034, 0.009, and 0.005, respectively. Conclusions Patients showed favorable attitudes toward the existence and participation of medical students in their health care in family medicine clinics. The provision of health-related information and the taking of a detailed history were the most notable benefits of medical students' involvement in patient care, according to most of the patients. Older, widowed, retired, and those with chronic diseases seemed to possess a positive attitude toward the engagement of medical students in their health care in the family medicine clinics.

Female Representation at the Association of Program Directors in Surgery Annual Meeting: Moving Towards Gender Equality

This study aims to evaluate the state and changes over time of female representation in Association of Program Directors in Surgery (APDS) leadership and annual meeting presenters and session leaders. APDS conference programs from 2013 to 2022 were reviewed to identify society leadership and meeting presenters and session leaders. Verified online profiles were used to gather professional role and reported gender. Descriptive statistics and t-tests compared female representation in the first half (2013-2017, prior) and second half of data (2018-2022, current). Leadership of APDS was an average 22% women, increasing from 13% in 2013 to 37% in 2022, and significantly increased from prior to current period (p = 0.0004). Conference presenters and session leaders were 42% women overall, increasing from 30% in 2013 to 52% in 2022. An average 33% staff surgeons, 54% trainees, 64% education scientists, and 51% medical student participants were female. Staff were 44% female in 2022 from 24% in 2013, significantly increased from prior to current period (p = 0.021). Comparing prior and current period cohorts, female presenters for paper sessions increased from 38% to 55% (p = 0.011), moderators from 15% to 39% (p = 0.046), and last author listed on presentation sessions from 18% to 32% (p = 0.010), while panelists, workshop directors, and presenters at all sessions increased without statistical significance. Female poster presenters decreased over time. Female representation at APDS meetings has increased over time. Women are well represented compared to the 2022 member population of 36% women. While positions typically held by more senior members, such as leadership, panelists, moderators, and last authors remain lower than other roles, increases over time are encouraging. APDS female representation compares favorably to many other surgical societies. Translation of successful practices regarding gender representation utilized by APDS to other surgical organizations could expedite progress toward gender parity in the field.

59-LB: Patient-to-Peer Education—An Unconventional Prescription for Teens with Type 1 Diabetes

Introduction: Type 1 diabetes (T1D) is a chronic condition affecting nearly 200,000 youths in the US with increasing incidence. There is often decreased adherence to therapy in adolescents because of challenges in managing T1D combined with social and metabolic changes. Therefore, addressing the individual and social factors affecting treatment is essential in teens with T1D. To date, scant research exists on how to improve patient’s self-care in the context of their relationships to peers without T1D. Objectives: We aimed to test feasibility of a brief socio-educational intervention designed to improve patient perceived social support, diabetes self-care behaviors, and glycemic levels among teens with T1D. Methods: A medical student encouraged participants to 1) develop a SMART goal for improving self-care of T1D, 2) recruit peers without T1D to help achieve the goal, and 3) educate peers on the goal’s importance to their health. Participants were surveyed prior to goalsetting and 3-4 months post-intervention to assess social support, self-care, self-efficacy, and intervention acceptability; measures of glycemia were also gathered from the EMR. Thematic analysis of participant goals and plans with peers was performed. Results: All 13 participants who attended an info meeting consented to join the study; 8 completed study surveys. On average, there was a 0.9% decrease in HbA1c among the small cohort. Survey results reflect participants were satisfied with the intervention and were more interested in working with others to care for their T1D. Thematic analysis revealed teens primarily wanted assistance, reminders, and encouragement from peers for completing their T1D self-care goals. Conclusions: This intervention is a potentially low cost and feasible tool that may improve teens with T1Ds’ perceived social support, diabetes knowledge, treatment adherence, and overall health. More research into the effects of encouraging positive patient-peer interactions is warranted. Disclosure R. Pack: None. L. N. Aronson: None. N. V. Vyas: None. J. Pierce: None.

Educating future physicians for francophone official language minority communities in Canada: a case study.

Over one million Francophone Canadians live in official language minority communities (OLMC) outside of Québec. Availability and accessibility of linguistically appropriate care to these OLMCs is lacking, resulting in poorer quality of care. To help address this health equity gap, the FrancoDoc program was created in 2015 to identify Francophone/Francophile medical students enrolled at medical faculties that use English as their primary language of instruction and equip them with skills to increase their medical French abilities. Little is known, however, about the affordances and limitations of this educational endeavour. Our qualitative instrumental single case study explored participants' experiences with FrancoDoc, while also examining factors shaping the delivery of linguistically appropriate healthcare services to OLMCs. We conducted semi-structured interviews with medical students from across Canada and thematically analyzed these using a reflexive, inductive approach. Four main themes were derived from 12 interviews: factors facilitating French language learning; barriers to French language learning; contextual factors shaping linguistically appropriate healthcare provision; and recommendations to improve healthcare education to better prepare learners to provide care to OLMCs. Medical student participants are highly motivated to engage in educational activities linked to FrancoDoc. Their efforts are nonetheless frequently impeded by barriers such as time constraints, irregular event programming, lack of regular clinical learning opportunities, and lukewarm support from faculties of medicine. If medical faculties are to realize their obligations to the OLMCs that they serve, recognition of language as a specific social determinant of health and more robust institutional supports for initiatives like FrancoDoc are paramount.

Virtual Anesthesiology Medical Student Learning Program Pilot Designed in Response to COVID-19.

This learning opportunity was designed to provide an interactive, virtual, educational anesthesiology program for interested medical students and to offer an opportunity to learn more about an institutional culture through a question and answer (Q&A) with program faculty preceptors for the 2020-2021 anesthesiology residency application cycle. We sought to identify if this virtual learning program was a valuable educational tool through a survey. A short Likert-scale survey was sent to medical students before and after participation in a session using REDCap electronic data capture tool. We designed the survey to assess the program's self-reported effect on participants' anesthesiology knowledge, and whether the program design was successful in creating a collaborative experience while also providing a forum to explore residency programs. All respondents found the call useful in building anesthesiology knowledge and networking, and 42 (86%) found the call helpful in deciding where to apply for residency. Overall, 100% of respondents found the call useful, collaborative, engaging, and important to define critical thinking skills. The framework used for this program-virtual asynchronous and synchronous problem-based learning-can be applied broadly with potential benefit to medical student participants challenged by the cancellation of clinical rotations.

(062) Identifying the Comfort Level and Understanding of Female Anorgasmia in Medical Students Following an Interactive Online Medical Educational Module in Female Anorgasmia

Abstract Introduction Sexuality is an important aspect of a woman's health; however, in the United States, it is estimated that 10 to 42% of women suffer from female anorgasmia [1]. Despite the high prevalence of female orgasmic disorders, many women are reluctant to discuss it with their providers due to anxiety or embarrassment. They will only voice this issue after direct clinical inquiry. Healthcare professionals frequently under screen for anorgasmia in patients [2]. There is good evidence that sexual health education increases providers’ confidence in screening for sexual dysfunction and ultimately improves the quality of life for their patients. Yet, historically, there has been a lack of medical student education and training on female sexual dysfunction [3]. To address this gap, we created a medical student online training module focused on female anorgasmia. Objective Our primary goals are to obtain preliminary data on: the baseline medical student knowledge of female anorgasmia, the effectiveness of our female anorgasmia module, and the feasibility of assessing the module in an academic setting. We hypothesize that our female anorgasmia module will increase students' knowledge and comfort in addressing and screening for anorgasmia in a clinical setting. Methods We obtained IRB approval. A REDcap database was created to collect and record results. Students were recruited through email and class-based group messaging services. Through pre and post-surveys, we assessed participants’ baseline comfort in screening for anorgasmia and evaluated changes in their comfort after completion of the module. Results Of 24 participants in the study, 11 completed all components and were used to assess the pre and post-responses. Our baseline responses showed 54% of medical students were slightly or not comfortable screening for anorgasmia. 27% were slightly comfortable screening for decreased desire. Our post module responses showed statical improvement in both comfort in screening for desire (p = .03) and orgasm (p = .01). An increase in medical knowledge surrounding anorgasmia was seen but not statically significant. Conclusions Our pilot study revealed over half of medical student participants at baseline had no or little comfort in screening for anorgasmia. Our module improved participants’ comfort in screening for anorgasmia. It also showed an increase in medical knowledge surrounding anorgasmia. Additionally, participants gained statically significant comfort in screening for desire. While our initial results are promising, we cannot attribute them to our entire population due to the small sample size. Of the 24, 11 participants completed all components needed to assess the module (demographics, the pre-module survey, the module, and the post-module survey. We plan to reevaluate our REDcap survey, assessment instructions and hope to provide incentives to our participants to maximize our completion rate. An additional study with a larger sample size is necessary to better assess the effectiveness of the module. Disclosure No

Improving Patient Care at the Bedside for Disadvantaged Populations through MedicalStudent Participation in a Shelter OutreachClinic

Improving Patient Care at the Bedside for Disadvantaged Populations through MedicalStudent Participation in a Shelter OutreachClinic

A Night at the Neurocinema: Evaluating the Educational Impact of a Neurology-Centric Film Series on a Medical Student Cohort (P3-2.002)

<h3>Objective:</h3> This study evaluated impact of a monthly “Neurology Movie Night” film program on student knowledge and interest in neurological disorders. <h3>Background:</h3> Neurophobia is the fear of neurology reported among medical students who find it complex and intimidating. The high incidence of neurophobia warrants research into novel methods of neurological education especially in stress-free and informal settings. The term “Neurocinema” has been used to described the portrayal of neurological disorders in movies; its educational value for medical students has not yet been significantly investigated. <h3>Design/Methods:</h3> This was an IRB approved, single-center prospective cohort study inviting voluntary participation of medical students across all years of training. Once per month, participants were asked to virtually view a select movie portraying neurological disease(s). Viewers completed an anonymous survey assessing their perceived knowledge and interest in the subject. Quantitative variables were reported in percentage with change in student perception being assessed on Likert scale. <h3>Results:</h3> Total 17 unique responses were collected. 12/17 (70%) students were in pre-clinical years. 8/17 (47%) students reported an increase in interest and 9/17 (53%) reported increase in perceived knowledge pertaining to the specific disorder after watching the movie. There was no decline in interest or knowledge reported. Majority of students (15/17) had at least some baseline interest in neurology, but about 23% reported an increase in level of interest after completion of activity. 29% of respondents reported additional self-directed reading on topics portrayed in the movies. <h3>Conclusions:</h3> Neurocinema can be a strategy to combat neurophobia and increase medical student engagement in neurology. Based on our results, groups most responsive include students who have a baseline interest in neurology, and those who are in their pre-clinical years. Therefore, an activity such as “Neurology Movie Night” can be a tool to further increase student interest in neurology via local Student Interest Group in Neurology (SIGN) chapters. <b>Disclosure:</b> Mr. Schmitt has nothing to disclose. Dr. Bryden has nothing to disclose. Dr. Das has nothing to disclose. Dr. Lakhotia has nothing to disclose.