Pilot Course Research Articles

(060) Pilot Student-Led Gender Affirming Care Elective for First- and Second-Year Medical Students

Abstract Introduction In 2022, it is estimated that over 1.6 million adults and young people over 13 years old in the U.S. identify as transgender (UCLA Williams Institute). Members of the transgender and gender non-conforming (TGNC) population face unique health disparities when compared to cisgender individuals, indicating a unique need for medical care. However, there is a dearth of gender-affirming care (GAC) education in undergraduate medical curricula. To address this lack of GAC in medical education, we developed our own curriculum for GAC education utilizing a 7-week student-run elective course for MS1s and MS2s. Objective The objective of this study was to provide a pilot course presenting introductory GAC education to MS1s and MS2s. We sought to assess the efficacy of this course by measuring student engagement with course material and soliciting student feedback in survey form. Methods Classes were held via Zoom on Monday evenings for two hours. Each class structure consisted of a guest speaker and a facilitator-led activity or lecture. Our class topics included terminology, history, and current affairs; intersectionality and healthcare issues pertinent to the LGBTQIA+ population; STIs, sexual health and trauma-informed care; medical specialties and GAC; HRT and surgery; fertility, family planning and intersex care; and provider and patient panels. Students interacted with course material and each other through a variety of platforms, including D2L, PollEverywhere, and Microsoft Whiteboard. Student feedback was gathered using an anonymous Google Forms survey. Questions included short answer, multiple choice, and linear scale prompts. Results There were 32 students who participated in the elective. Upon assessment of student engagement through D2L, we found that 25% (8/32) of the class interacted with 70-100% of the learning materials provided. 90.6% (29/32) of students viewed at least one of the seven learning materials. Upon completion of the course, 34.4% (11/32) of students also completed the feedback survey. 72.7% (8/11) of students surveyed said that student participation was appropriate while 27.3% (3/11) felt that it was too sparse. 81.8% (9/11) of students surveyed felt that time spent hearing from guest speakers was appropriate, while 9.1% (1/11) felt that it was too frequent and 9.1% (1/11) felt that it was too sparse. 100% (11/11) of students surveyed felt that the amount of pre-work was appropriate. Common themes that emerged from student responses were appreciation that most speakers were part of the LGBTQIA+ community and a difference in desired class material; some students thought the class was too introductory while others felt that they learned a lot, indicating differences in student baseline knowledge prior to the course. Common areas for growth that emerged were the need for increased student participation and class discussion and more interaction with pre-work during class. Conclusions This course serves as a blueprint for other medical students who may want to provide information on GAC to their peers. We hope to employ the above areas for growth in next year’s course and have a more diverse group of speakers. In the future, this content could be adopted into the our school's standard curriculum, addressing the gap in coursework on GAC. Disclosure No

Educational Case Studies: Creating a Digital Twin of the Production Line in TIA Portal, Unity, and Game4Automation Framework.

In today's industry, the fourth industrial revolution is underway, characterized by the integration of advanced technologies such as artificial intelligence, the Internet of Things, and big data. One of the key pillars of this revolution is the technology of digital twin, which is rapidly gaining importance in various industries. However, the concept of digital twins is often misunderstood or misused as a buzzword, leading to confusion in its definition and applications. This observation inspired the authors of this paper to create their own demonstration applications that allow the control of both the real and virtual systems through automatic two-way communication and mutual influence in context of digital twins. The paper aims to demonstrate the use of digital twin technology aimed at discrete manufacturing events in two case studies. In order to create the digital twins for these case studies, the authors used technologies as Unity, Game4Automation, Siemens TIA portal, and Fishertechnik models. The first case study involves the creation of a digital twin for a production line model, while the second case study involves the virtual extension of a warehouse stacker using a digital twin. These case studies will form the basis for the creation of pilot courses for Industry 4.0 education and can be further modified for the development of Industry 4.0 educational materials and technical practice. In conclusion, selected technologies are affordable, which makes the presented methodologies and educational studies accessible to a wide range of researchers and solution developers tackling the issue of digital twins, with a focus on discrete manufacturing events.

Addressing HPSP Learner Needs: A Pilot Study of a "Fundamentals of Military Medicine" Course.

Military medicine is uniquely different from civilian medicine, and military physicians in the USA are primarily recruited through the Health Professions Scholarship Program (HPSP) and the Uniformed Services University of the Health Sciences (USUHS). Medical students at the USUHS receive more than 650 hours of military-specific curriculum and spend 21 days engaged in field exercises. HPSP students complete two 4-week officer training sessions during their 4 years of medical school. There is a clear discrepancy in preparation for military medicine between HPSP and USUHS students. The USUHS School of Medicine undertook an initiative to develop a fully online self-paced course on the fundamentals of military medicine topics to help HPSP students bridge the gap in their preparation. This article will describe how the online self-paced course was designed and present feedback from the pilot offering of this course. As proof of concept of the effectiveness of an online self-paced course for teaching the fundamentals of military medicine to HPSP students, two chapters from the "Fundamentals of Military Medicine" published by the Borden Institute were transferred to an online format. Each chapter was offered as a module. In addition to the chapters, an introduction and closing module were added to the pilot course. The pilot course was offered over 6 weeks. Data for this study were obtained from module feedback surveys, pre- and post-course quizzes, participant focus groups, and course evaluation surveys. Pre- and post-test scores were analyzed to evaluate content knowledge. The open-ended survey questions on the feedback forms and focus group transcripts were collated and analyzed as textual data. Fifty-six volunteers enrolled in the study, and 42 completed the pre- and post-course quizzes. This participant pool included HPSP students (79%, n = 44) and military residents in civilian graduate medical education programs (21%, n = 12). The module feedback surveys showed that most participants spent 1 to 3 hours on each of the modules, which they rated as extremely or quite reasonable (Module 1: 64%, Module 2: 86%, Module 3: 83%). There was not much difference between the overall quality of the three modules. The participants found content on application to the military-specific context very valuable. Of the different course elements, video content was rated as the most effective. Participant feedback clearly highlighted that HPSP students want a course that informs them about the fundamentals of military medicine and demonstrates how the information would apply to their lives. Overall, the course was effective. HPSP students showed knowledge gains and self-reported satisfaction with the course's objectives. They were able to locate information easily and understand the course expectations. This pilot study has shown that there is a need for a course that provides the fundamentals of military medicine to HPSP students. A fully online self-paced course provides flexibility for the students and improves access.

O024 Development and validation of a “lab in a box” for remote delivery of core reconstructive surgical skills

Abstract Introduction Junior doctors and aspiring surgical trainees can have limited surgical exposure and developmental teaching because of rapid rotations, inconsistent rotas, reduced theatre time, and high working pressures. The global pandemic has also initiated a paradigm shift in education, and the methods we use to deliver education. Our aims are to assess the feasibility and validity of a low cost, remote plastic surgical skills course in comparison to the same course delivered face-to-face. Methods Our bench-model simulation “Lab in a Box” design was delivered to students remotely and in person. The essential and advanced plastic surgery course included suturing, excision, tendon repair, and local flap design. We undertook a pilot course facilitated by an online platform using a two-device set up. Equipment, including synthetic tendons and skin substitutes, were distributed to each participant. Quantitative evaluation included a global rating assessment and task specific criteria using a 1-5 Likert scale. Results were compared to the face-to-face control group. Qualitative feedback was also collected. Results A total of 40 students were recruited. A total cost of less than £30 was achieved. Quantitative feedback demonstrated comparable outcomes in remote training vs face-to-face training. Students reported excellent quality of audio-visual material and equipment, clear feedback, and 100% would recommend this course. Conclusion The simulation training course developed provides high-quality, engaging, reproducible and low-cost surgical skills training that can be delivered via distance learning. This model can be used to improve surgical skills training both in the UK and globally in resource poor environments.

Post-graduate Course in Palliative Medicine: Experiences from an E-Learning-Based Pilot Program, a Mixed Methods Study.

Objective: To study whether E-learning methods are feasible in the post-graduate education of palliative medicine. Methods: A mixed-methods study. Evaluations from pilot course attendees were analyzed numerically and answers to open-ended questions about E-learning were analyzed using inductive content analysis. A national pilot E-learning-based post-graduate course in palliative medicine with 24 participating physicians in Finland. The evaluation of teaching modules and different aspects of the course was achieved from the participants through numerical statements and open-ended questions. Results: The feedback on most aspects of the course was good. For example, issues of pain and symptom control, lectures, pre-exams, and group discussions were deemed suitable for E-learning, while studying communication and existential issues through E-learning was considered more challenging. The benefits of E-learning included efficacy, better accessibility, and the possibility to go back to the teaching material. Reduced networking and face-to-face interactions were stated as challenges of E-learning. Conclusions: E-learning is feasible in the post-graduate education of palliative medicine and can be 'surprisingly rewarding'. It allows easy access to learn many important topics, while social networking may fall short. Further studies are needed to assess the increase in competence by different learning methods.

Attitudes of Members of Public to Mass Casualty Incidents in Singapore

Introduction:Mass casualty incidents result in mass casualties at short notice and stress healthcare systems. Research shows the critical potential role laypersons have by providing time critical intervention, on-scene, while awaiting arrival of emergency services, thus reducing mortality.This study aims to demonstrate the attitudes of laypersons to responding to mass casualty incidents in Singapore.Method:Laypersons were invited to participate in a pilot course aimed at training laypersons principles and interventions for mass casualty incidents. This was developed by the Disaster Volunteer Corps of Singapore General Hospital Department of Emergency Medicine. Respondents were invited to answer a questionnaire which aimed to explore knowledge and prior experiences, willingness, attitudes, and readiness. Descriptive statistics were analyzed, and free-text responses were categorized into various headings by theme.Results:A total of 29/30 course enrollees responded to the questionnaire. Twenty (69%) participants were female. The median age was 50 years old (IQR 35-56.5). Most of the participants were employed (82.7%) and were Singapore Citizens (89.7%).65.5% had no previous experience with first aid, and none had experience with MCIs. Understanding of mass casualty incidents was poorly understood, 1.42/5 (±0.56).Respondents were most willing to assist in conventional disasters as compared to other types. Competency in voluntary role and altruism were the most important motivators as compared to compensation which was the least.Overall, there is a high understanding that Singapore is at risk of disasters but most respondents do not have emergency plans in place for disaster situations.Conclusion:This study shows that while laypersons are willing, most do not have the knowledge or experience to respond to mass casualty incidents. This mirrors previous studies in Singapore relating to attitudes and knowledge of laypersons to CPR and AED.More research and intervention is needed into the attitudes and willingness of members of public and mass casualty incidents.

Examining ELF-aware teaching and learning: action research as a tool for ELF research and teacher education

Abstract This paper examines the role that action research – including both academic studies and action research undertaken by teachers for the purposes of professional development – might play in helping to close the existing gap between the pedagogical implications of English as a Lingua Franca (ELF) research and the practical implementation of an ELF-oriented approach in the classroom. It is argued that the purposes and characteristic features of action research as a research methodology are particularly relevant and fitting to address the kinds of questions relating to pedagogy which remain at this stage of ELF research. To support this thesis, the heart of the paper presents findings from an applied linguistic study investigating the implementation of an ELF-oriented approach in a university-level pilot course in order to illustrate the kinds of insights which classroom-based action research studies can provide. Finally, the concluding section reflects on the role of action research as a part of teachers’ professional development, the potential contributions which such research might make to ELF research and the need for the wider ELF research community to pay more attention to findings from action research undertaken as part of teacher education programs.

Improving a Leadership Scale: Applying Rasch Analysis to Student Pharmacists’ Attitudes and Beliefs About Leadership

ObjectiveLeadership development is necessary for student pharmacists to become pharmacist leaders, but no readily usable standard measurement of student attitudes toward and beliefs about leadership exists. To assess the reliability and validity evidence for using the Leadership Attitudes and Beliefs Scale (LABS-III), originally developed and validated in Malaysia, for use with student pharmacists in the United States. MethodsThe 2-unit leadership course was piloted among second- and third-year students in a public college of pharmacy with a 4-year doctor of pharmacy curriculum. The participating students completed the LABS-III during the first and last classes as part of a quality improvement measure for course enhancement. Rasch analysis was then used to assess the reliability and validity evidence for the LABS-III. ResultsA total of 24 students participated in the pilot course. The pre and postcourse surveys had 100% and 92% response rates, respectively. After Rasch analysis model fit was achieved, the item separation for the 14 nonextreme items was 2.19 with an item reliability of 0.83. The person separation index was 2.16 with a person reliability of 0.82. ConclusionThe Rasch analysis revealed that the number of LABS-III items should be decreased and that the 3-point response scale should be used to improve functionality and use in classroom settings for PharmD students in the United States. Further research is needed to augment the reliability and validity evidence of the modified instrument for use at other United States colleges of pharmacy.

ATTAC! Development of a Novel Advanced Trauma Team Application Course.

Although existing trauma nurse courses provide basic education, advanced courses with simulation experiences that enhance team leadership, communication, and workflows are lacking. To design and implement the Advanced Trauma Team Application Course (ATTAC) to promote advanced skills for nurses and respiratory therapists with varied experience and skill levels. Trauma nurses and respiratory therapists were selected to participate based on years of experience and the novice to expert nurse model. Two nurses from each level (excluding novice) participated, ensuring a diverse cohort to promote development and mentorship. The 11-module course was presented over 12 months. A five-question survey was employed at the end of each module to self-evaluate assessment skills, communication skills, and comfort for trauma patient care. Participants rated skills and comfort on a "0-10" scale, with 0 being "not at all" to 10 being "extensively." The pilot course was conducted from May 2019 to May 2020 at a Level II trauma center in the Northwest United States. Nurses reported ATTAC improved assessment skills, team communication, and comfort in caring for trauma patients (mean = 9.4; 95% CI [9.0, 9.8]; scale of 0-10). Participants indicated scenarios closely mimicked real-world situations; concept application commenced directly following each session. This novel approach to advanced trauma education promotes development of advanced skills that enable nurses to anticipate needs rather than being reactive, engage in critical thinking, and adapt to rapidly changing patient conditions.

Innovating university teaching with micro-credentials: an ongoing research experimentation

Abstract The experience of the Covid-19 lockdown has suddenly accelerated the awareness process of the entire university faculty about the need to hybridise their teaching with digital tools (Trentin, Bocconi 2015; Perla, Scarinci, Amati 2021) transforming traditional scholarship of the Italian University in a gigantic field of experimentation of innovative practices (Perla, 2020, p. 562). This has brought out the importance of supporting the quality of university teaching through the commitment to address precise Faculty Development policies, specifically through the development of innovative experiences and the design of paths based on micro-credentials. This contribution reports some actions promoted by the University of Bari aimed at the innovation of university teaching and the results of a pilot course on micro-credentials.

Climate and health capacity building for health professionals in the Caribbean: A pilot course.

Climate change is a reality in the Caribbean and its effects are already harming health, yet the health workforce capacity to implement climate mitigation and adaptation measures is lacking. From March-May of 2022, a free, live-virtual, evidence and competency based 10-week climate and health course targeted toward health risks in the Caribbean was deployed to: (1) increase communication about climate and health, (2) equip health professionals with knowledge and skills that could be readily incorporated into practice, and (3) engage health professionals with climate and health initiatives within their communities. Participants in this course came from 37 countries, 10 different health-related fields, and five different general places of work. Longitudinal surveys revealed significant changes in health professional communication, engagement and application of climate and health knowledge and skills. Live-virtual, evidence and competency-based courses, regional-specific courses have the potential to change health professional behaviors toward addressing climate impacts on health.

Effectiveness of alternative approaches to integrating SDOH into medical education: a scoping review

BackgroundThere is increasing recognition of including social determinants of health (SDOH) in teaching for future doctors. However, the educational methods and the extent of integration into the curriculum vary considerably—this scoping review is aimed at how SDOH has been introduced into medical schools' curricula.MethodsA systematic search was performed of six electronic databases, including PubMed, Education Source, Scopus, OVID (Medline), APA Psych Info, and ERIC. Articles were excluded if they did not cover the SDOH curriculum for medical students; were based on service-learning rather than didactic content; were pilot courses, or were not in English, leaving eight articles in the final study.ResultsThe initial search yielded 654 articles after removing duplicates. In the first screening step, 588 articles were excluded after applying inclusion and exclusion criteria and quality assessment; we examined 66 articles, a total of eight included in the study.There was considerable heterogeneity in the content, structure and duration of SDOH curricula. Of the eight included studies, six were in the United States(U.S.), one in the United Kingdom (U.K.) and one in Israel. Four main conceptual frameworks were invoked: the U.S. Healthy People 2020, two World Health Organisation frameworks (The Life Course and the Michael Marmot's Social Determinants of Health), and the National Academic of Science, Engineering, and Medicine's (Framework For educating Health Professionals to Address the Social Determinants of Health).In general, programs that lasted longer appeared to perform better than shorter-duration programmes. Students favoured interactive, experiential-learning teaching methods over the traditional classroom-based teaching methods.ConclusionThe incorporation of well-structured SDOH curricula capturing both local specification and a global framework, combined with a combination of traditional and interactive teaching methods over extended periods, may be helpful in steps for creating lifelong learners and socially accountable medical school education.

Nature-based extended reality for inclusive learning in environmental design

As inclusive learning gains importance in higher education, can online education help make the virtual experience of nature and design in nature available to all? Too often, outdoor experiences such as field trips require resources beyond the reach of some students. But through the use of virtual reality headsets and related technologies, extended reality (XR) can create virtual nature-based educational experiences for all students. This is particularly important in environmental education, which centres on design for and understanding of natural environments. This paper proposes innovative online learning strategies and technologies in nature-based extended reality (NXR) courses for inclusive learning in environmental design. It describes the author’s planning of a NXR graduate architectural design course. It also offers a framework for structuring the ideas, activities and resources required to offer such NXR courses in an environmental design curriculum. A pilot NXR course has taken place in autumn 2022. Later publications will discuss the results of this experiment and evaluate its success. The pilot course is a graduate seminar in the author’s College of Design that has been taught for eight semesters. The pilot course can provide valuable lessons transferable to all of the design studio courses that form the backbone of a learner’s educational experience in the college. The pilot project is intended to create interactive, immersive, virtual experiences to all students on the course. NXR will allow the students to not only visit the site of a building design project and interact with design clients virtually, but also enable the students to design the project collaboratively in a virtual reality environment. This can be achieved without requiring students to buy or rent expensive equipment. More importantly, NXR learning makes these experiences available to all students regardless of ability and resources.

UC San Diego Undergraduates and the Ocean Discovery Institute Collaborate to Form a Pilot Program in Culturally Responsive Mentoring

The geoscience workforce, particularly in ocean sciences, lacks diversity. Implementing culturally responsive teaching and mentoring practices throughout the K–university pipeline is one way to help increase diversity in the field. Here, we describe initial results and lessons learned from a pilot course conducted through a partnership between the University of California San Diego (UCSD) and the Ocean Discovery Institute (ODI), a local nonprofit that provides opportunities for low-income K–12 youths to learn about oceanography. The goals of the pilot course are to educate a racially diverse group of UCSD undergraduates in culturally sensitive mentoring practices and provide opportunities for them to apply their newly acquired skills while working with K–12 students at ODI. The undergraduates prepared and implemented lessons designed to demystify the college experience for their mentees. Through classroom experience and weekly journal reflections, undergraduates developed confidence and improved their ability to mentor youth.

A Case Study on the Impact of Peer Tutoring in the Education of Freshmen Engineering

In an online or offline classroom, it might be difficult to ensure student engagement and learning during and after the COVID-19 epidemic. The learning of global engineers, need to engage effective teaching and learning practices in higher education is required. The best way to learn is to teach. Learning by teaching others is extremely effective method. To enhance the learning of engineering students, a pilot study is aims to exam in the effectiveness of the freshmen engineering students’ engagement in learning using peer tutoring. In addition, considered the performance of tutees (slow learners) guided by the identified tutors (fast learners) of the same group for peer tutoring. For that the students are engaged in the practice of learning by teaching, understanding and retaining the knowledge while comparing the students who are in existing learning. A peer teaching method is effective learning method by involving the student in group presentations combined with cooperative learning. In this paper a review of related literature focusing on active learning methods –like learning by teaching, peer tutoring, team presentations in engineering education are done. The results strongly endorse learning through teaching by the student and for the student throughout the practice of peer tutoring in a pilot course study of Applied Physics. Keywords-Cooperative learning, peer tutoring, learning by teaching, engineering education, freshmen engineering students.

К ВОПРОСУ ОБ УПРАВЛЕНИИ ЧЕЛОВЕЧЕСКИМИ РЕСУРСАМИ С ПРИМЕНЕНИЕМ ТЕХНОЛОГИЧЕСКОГО ИНСТРУМЕНТАРИЯ

Nowadays UAV technology is increasingly used as a tool for student education and research. This paper discusses the main aspects of the use of UAVs for educational purposes, including science, engineering, construction, agriculture and other disciplines. Practical aspects of teaching UAVs in the educational process were mentioned, including teaching students to pilot drones, developing programs and courses, as well as research projects based on the use of UAVs. These advantages and challenges that arise in the course of existing problems in the field of medical equipment during the implementation of technologies are analyzed, as well as an analysis of the prospects for the development of this area in the education sphere in Russia. The study provides an overview of the current state of UAV use in education and identifies the potential for further development of this technology in education.

Portuguese as an additional language and cybersecurity: a pilot course

Portuguese as an additional language and cybersecurity: a pilot course

EFFECTIVENESS AND ASSESSMENT OF ENGLISH PRODUCTION SKILLS THROUGH AUDIOVISUAL TRANSLATION

This article is framed within a research project based in Spain aimed at studying the use of Audiovisual Translation tools to develop communicative competences for teaching and learning English as a Foreign Language. The aims of the study are to get to know to what extent the oral and written production skills of the participants improve thanks to the implementation of an Audiovisual translation-based course, and to get to know if the overall performance of the post Integrated Skills Test is better than the pre–Integrated Skills Test after the learning process. It is also aimed to prove the validity of those language assessment tests. A mixed methodology (qualitative and quantitative analysis) was used to obtain information from the participants. Research data was collected from different universities in Spain with an initial sample of 40 applicants, 8 of which finally completed the course. Data analysis shows that oral and written production skills improve thanks to the implementation of six audio description-based lesson plans completed during a pilot course offered during the summer of 2021 to volunteer adult participants with a B2 level in English language. Furthermore, the study illustrates that the results of the final tests are better than the results of the previous ones after the intervention. We discuss the results obtained in this study and conclude that they are harmonious with former studies on the topic as they validate the use of tests to improve the development of communicative skills. Although, there is a very limited number of participants in the sample, we consider this may be used as an example of a trend that will be explored in the future, as this is a pilot study included in a wider research project which is still underway. KEYWORDS: audiovisual translation; audio description; language tests; student evaluation; second language learning; English as a foreign language; integrated skills approach.

Visibility of Scientific Production and Digital Identity of Researchers through Digital Technologies

The research process does not end with the publication of the results; on the contrary, it has to continue even further, when results are disseminated and scientific disclosure on the Web begins. The purpose of this article is to promote visibility of the scientific production and digital identity of the faculty and researchers at the Universidad Técnica del Norte (Ibarra-Ecuador). By implementing a quantitative documentary, descriptive, and quasi-experimental comparative approach, it was possible to determine the importance of scientific visibility, the most suitable digital platforms for this task (ORCID, Google Scholar, Academia, ResearchGate, ResearcherID (WoS), Author ID (Scopus), Sciprofiles, Mendeley, Facebook, Twitter, LinkedIn and Impactstory), and the level of knowledge that professors have of these platforms. With the results, a pilot training-course was planned and implemented for researchers and university professors of the Faculty of Education Science and Technology, with the purpose of registering their author profiles and incorporating their scientific production onto the platforms with the greatest impact and visibility. The results from the two stages (pre-test and post-test) of the pilot course show a significant difference regarding the creation and management of the research profiles; therefore, this strategy puts forward an alternative way to make research and digital/identity visible in the academic, scientific and social community.

Advocacy for Health Justice: An Innovative Pilot Course for MD and Master of Public Policy Students

Problem : U.S. medical schools are searching for ways to address issues of health justice in undergraduate medical education. Physicians have not typically received training in how to be effective advocates for systemic change and individuals in policy fields are not usually equipped to understand the complex issues of health science and their intersection with the health system and society. To address this gap, medical school faculty partnered with school of public policy faculty on a collaborative learning model that engaged MD and Master of Public Policy students together to strengthen their collective knowledge of the healthcare landscape, and to build skills to work for health justice. Intervention: We hypothesized that pairing medical students with public policy students to learn about the intersections of health justice and advocacy could enhance the efficacy of each group and provide a new model of collaboration between medical and policy professionals. The students collaborated on a health justice advocacy project through which they provided consultation to an established community organization. Context : The 8-week course took place in the spring of 2021 in Los Angeles, California. Due to Covid-19 the course was taught online and included asynchronous learning modules and live Zoom sessions. The project also served as a pilot for the post-clerkship phase of a new longitudinal health justice curriculum for MD students that launched in August 2021. Impact : Analysis of student work products, course evaluations, partner interviews, and student focus groups showed that students valued learning through their interdisciplinary collaborative work which gave them new perspectives on health justice issues. The community partners indicated that the students consultative work products were useful for their initiatives, and that they found working with MD and MPP students to be a valuable way to think about how to build stronger and more inclusive coalitions to advocate for health justice. This project has the potential for national impact as it aligns with the Association of American Medical Colleges’ renewed focus on the responsibility of academic medicine to partner with communities for health justice. The project also contributed to the national conversation on how to align health systems science education with the aims of health justice through our participation in the American Medical Association Accelerating Change in Medical Education Consortium. Lessons Learned : Leveraging faculty relationships with community partners was crucial for developing meaningful projects for students. Cultivating and expanding community partner networks is necessary to sustain and scale up this type of intervention. Centering the needs of communities and supporting their on-going work for health justice is essential for becoming an effective advocate. Learning communities that bring interdisciplinary students, healthcare providers, policy professionals, and community partners together to learn from one another can create key opportunities for ameliorating health inequities.