Post-program Surveys Research Articles

Outcomes of a pilot virtual mentorship program for medical students interested in surgery

BackgroundLack of mentorship may deter medical students who identify as underrepresented minorities (URM) from entering academic surgery. Methods30 mentor-medical student pairs from the AWS 2020 virtual mentorship pilot-program were surveyed pre-and post-program to explore 1) feasibility of meetings, and, 2) program's perceived efficacy in fostering professional development skills. Participants responded using a 5-point Likert scale (1 = not at all; 5 = completely). Proportions of participants in each category were compared. ResultsProportion of participants perceiving monthly meetings to be completely feasible did not differ from pre-to post-program surveys for mentees (75%(21/28) vs. 71%(12/17); p = 0.743) or mentors (71%(17/24) vs 71%(13/18); p = 1.00). Compared to pre-program responses, mentees endorsed “completely” (Likert scale 5) improving with regard to their elevator speech (p = 0.001), developing their curriculum vitae (p = 0.003), ability to network (p = 0.021), and acquiring skills for career advancement (p = 0.003). ConclusionVirtual mentorship may be a feasible and effective means of increasing access to mentors for URM medical students.

Efficacy of a Horticultural Therapy Program Designed for Emotional Stability and Career Exploration among Adolescents in Juvenile Detention Centers.

We aimed to develop a horticultural therapy program to prepare adolescents at the Dae san juvenile detention center (D-JDC) for their return to society. The effects of the program on emotional stability and career exploration were investigated. Adolescents who wished to participate in the horticultural therapy program were recruited from the D-JDC. Data were collected using various questionnaires before and after the program was implemented. Thirty-five (mean age, 15.74 ± 1.65 years; 11 males, 24 females) students were enrolled. The program mainly consisted of plant cultivation activities, such as seeding, transplanting plants, cutting, harvesting, and post-harvest utilization. To evaluate emotional health, the ego-resiliency scale was used. To evaluate social behavior, the inventory of parent and peer attachment, peer attachment scale, and social skills scale were used. Career exploration was assessed using the career preparation behavior scale and the career decision-making self-efficacy-short form. Peer attachment, social skills, and career preparation behavior showed significant improvements after the program, with the students responding positively in the post-program surveys. Our horticultural therapy program helped improve the career exploration and social skills of D-JDC students and positively affected their emotional stability. Based on our findings, horticultural therapy can be used as a correctional program for adolescents in D-JDC to help them return to society.

Use of virtual platform for delivery of simulation-based laparoscopic training curriculum in LMICs.

Laparoscopic surgery is rapidly expanding in low-and middle-income countries (LMICs), yet many surgeons in LMICs have limited formal training in laparoscopy. In 2017, the Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) implemented Global Laparoscopic Advancement Program (GLAP), an in-person simulation-based laparoscopic training curriculum for surgeons in LMICs. In light of COVID-19, SAGES adapted GLAP to a virtual format with telesimulation. This study explores the feasibility and efficacy of virtual laparoscopic simulation training in resource-limited settings. Participants from San Jose, Costa Rica, Leon, México, and Guadalajara, México enrolled in the virtual GLAP curriculum, meeting biweekly for 2-h didactic classes and 2-h hands-on live simulation practice. Surgical residents' laparoscopic skills were evaluated using the five Fundamentals of Laparoscopic Surgery (FLS) tasks during the initial and final weeks of the program. Participants also completed pre-and post-program surveys assessing their perception of simulation-based training. The study cohort consisted of 16 surgical attendings and 20 general surgery residents. A minimum 70% response rate was recorded across all surveys in the study. By the end of GLAP, residents completed all five tasks of the FLS exam within less time relative to their performance at the beginning of the training program (p < 0.05). Respondents (100%) reported that the program was a good use of their time and that education via telesimulation was easily reproduced. Participants indicated that the practice sessions, guidance, and feedback offered by mentors were their favorite elements of the training. A virtual simulation-based curriculum can be an effective strategy for laparoscopic skills training. Participants demonstrated an improvement in laparoscopic skills, and they appreciated the mentorship and opportunity to practice laparoscopic skills. Future programs can expand on using a virtual platform as a low-cost, effective strategy for providing laparoscopic skills training to surgeons in LMICs.

Comprehensive Onboarding and Orientation to Support Newly Hired Faculty in a Nursing Program.

Nursing programs are challenged with retaining nurse faculty due to many complex factors, one being the problem of suboptimal transition to the role. The purpose of this project was to assess the impact of an onboarding and orientation program, the Teaching Excellence Program (TEP), on the transition of newly hired nurse faculty. Program assessment data, including quantitative and qualitative measures of 14 participants' needs and experiences, were collected over one academic year. A Wilcoxon signed-rank test found no discernible difference between the preprogram and postprogram survey responses. Qualitatively, participants reported positive experiences with the TEP, highlighting the value of being in a cohort that created a sense of belonging within the college and university. The inclusion of programming such as the TEP can be used as a recruitment and retention tool, especially as we navigate faculty shortages and develop clinicians as faculty members.

Improving Clinical and Family Communication for Adult Child Caregivers of a Parent With a Blood Cancer: Single-Arm Pre-Post Pilot Intervention.

BackgroundAdult child caregivers of parents with cancer may face challenges when communicating with the patient and other family members, communicating during clinical interactions, and navigating web-based information seeking.ObjectiveWe developed and pilot-tested the Healthy Communication Practice program for adult child caregivers of parents with a blood cancer, which aims to help participants learn and implement communication skills central to caregiving. We assessed the feasibility and acceptability of the training.MethodsEligible participants completed a preprogram survey. We assessed the feasibility of participants completing the intervention in the allotted time. Participants had 2 weeks to complete the 2-part, 90-minute online program and completed a postprogram survey that included program evaluation items and the Acceptability of Intervention Measure (AIM) using a 1-5 rating scale (5=strongly agree).ResultsOf 50 caregivers who initially expressed interest, 34 consented, and 30 completed the program and both surveys (88% completion rate). Caregivers had a mean age of 45.07 (SD 11.96) years and provided care for parents who had a mean age of 73.31 (SD 9.38) years. Caregivers were primarily daughters (n=22, 73%). Overall, scores on the AIM scale were high (mean 4.48, SD 0.67). Specifically, caregivers felt the content met their communication needs (mean 4.58, SD 0.62) and their own needs as a caregiver of a parent with a blood cancer (mean 4.39, SD 0.72).ConclusionsWe demonstrated the feasibility and acceptability of the Healthy Communication Practice program, which aims to enhance family and clinical communication skills among caregivers of a parent with a blood cancer. Future studies will examine the efficacy of the program and its impact on both caregiver and patient communication and health outcomes.

Efficacy of Unguided Conversation on Fluency and Speaking Confidence: A Case Study in South Korea

To date, there is limited research into the measurable benefits of unguided and unstructured conversation practice (typically a popular, in-demand service) for adult English language learners. This project looks to determine the differences in measured oral fluency as well as self-reported speaking confidence of South Korean university students before and after several months of conversational English practice with native English instructors. Participants were given weekly one-on-one “free talk” sessions with no grammatical instruction and very limited corrective feedback for a total of one hour. Sessions were recorded at early and late program intervals in order to calculate the average length of runs and speech rate. Moreover, students completed pre- and post-program surveys to estimate their overall confidence levels in L2 speaking. This project found limited change in fluency without direct corrective feedback. Furthermore, our measurements of students’ self-reported speaking confidence revealed inconsistent trends from the first to last sessions. This research seems to indicate that loosely structured, “coffee shop” style lessons should adopt a more structured curriculum in order to see more pronounced and measurable growth over time.

Mississippi INBRE Outreach Scholars program: adapting a summer scholars program to the virtual world amidst the COVID-19 pandemic.

The Mississippi IDeA Networks of Biomedical Research Excellence (INBRE) supported by the National Institute of General Medical Sciences (Grant P20GM103476) launched the new Mississippi INBRE Outreach Scholars (MIOS) summer research program in 2019. The program was designed to offer students community outreach and research experiences related to the study of behavioral and health disparities life sciences. The program was adapted in early 2020 to offer the program in a fully online format in the summer of 2020. This article details the program adaptations and discusses program evaluation data related to scholars' perceptions of program benefits and expectations and their confidence in research-related skills. The program evaluation was a mixed-method approach that included a qualitative postprogram survey and a pre-post quantitative survey. Scholars identified technical and communication skill building and resilience as areas of personal growth. Overall, the program met scholars' expectations for the program and significantly improved their confidence on 8 of the 19 (with confidence interval estimated differences from 0.3 to 2.56, where a difference of 1 is an improvement across 1 anchor on a Likert-type scale) various research-related tasks/skills after completion of the program. The analyses presented demonstrated that a combined qualitative and quantitative analysis approach is useful for examining the extent to which programs such as Mississippi INBRE are meeting goals of providing a rich research experience in health disparities for a diverse student body. Future longitudinal data may be examined to explore the long-term impact of MIOS on career preparation and choices and graduate education.NEW & NOTEWORTHY The Mississippi INBRE Outreach Scholars program is a summer research program for Mississippi college students that was successfully adapted to a fully online environment amidst the coronavirus-19 pandemic.

Mixed methods evaluation of the 'real-world' implementation of group-based behavioral stop smoking support through Facebook.

INTRODUCTIONWhile promising evidence from trials of social-media-based stop smoking support informs service-planning, there is a need for more prospective, observational studies of smoking cessation interventions to build ‘real-world’ evidence. Specifically, user experiences have been under-explored with qualitative methods to date. This mixed-method evaluation of a closed Facebook group-based behavioral stop smoking support program, which was conducted in Ireland in 2018, aimed to address these issues.METHODSPre- and post-program surveys measured smoking abstinence (self-reported 7-day point prevalence), changes in smoking attitudes and behavior, and participant experiences. Engagement with Facebook was measured through counting ‘likes’ and comments, and was used to categorize groups as ‘more active’ and ‘less active’ over a 12-week period of support. Thematic content analysis of semi-structured participant interviews explored program experience in depth.RESULTSIn total, 13 of 52 participants reported smoking abstinence post-program (25.0%, 95% CI: 14.0–39.0). Participant engagement with Facebook was variable and decreased over the program. Membership of a ‘more active’ group was associated with better reported participant experience (e.g. 90.9% agreeing ‘Facebook group helped me to quit or reduce smoking’, versus 33.3% in the ‘less active’ group, p<0.05). Qualitative analysis identified three over-arching themes: importance of social interactions; perception of health information; and appeal of online support.CONCLUSIONSFacebook can be used to deliver group-based behavioral stop smoking support in the real world. In Ireland, the one-month post-program abstinence outcomes achieved by other stop smoking services is approximately 50%, and while the outcomes for this service was lower (25%), it is still better than outcomes estimated for unassisted quitting. Engagement and peer-to-peer interactivity should be maximized to support positive participant experience.

A vaping risks education program for school students: Evaluation of the solve mystery toolkit

One in three grade 7 to 12 students in Canada report trying vaping or e-cigarettes. Despite consequences like nicotine addiction, impaired brain development, increased respiratory symptoms, and association with an increased risk of COVID-19 diagnosis, 48% of youth believe occasional vaping has little to no risk. There is a clear need for youth to learn about vaping consequences. We developed and piloted a novel free interactive educational program on vaping risks which has been used by over 800 grade 7 to 9 students. In post-program surveys, students reported a subjective increase in knowledge about the health consequences of vaping.

The Impact of a Group Telemedicine Program for Chronic Disease: A Retrospective Cohort Survey Study on Hypermobile Ehlers-Danlos Syndrome and Hypermobility Spectrum Disorder.

Background: We present an innovative care model for telehealth by creating a video conference group telemedicine program for patients with chronic disease and discuss findings from a post-program survey that was instrumental in understanding the response to telemedicine in a group setting. Methods: All patients who attended the group telemedicine program had a diagnosis of Hypermobile Ehlers-Danlos Syndrome or Hypermobility Spectrum Disorder and were requested to complete survey responses at the close of the program. Surveys were completed anonymously and electronically by REDCap. Elements of the Press Ganey, Consumer Assessment of Healthcare Providers and Systems, and Utah Telehealth Network patient satisfaction surveys were modified to construct the survey. Results: A total of 102 patients completed the post-telehealth program survey between August 20, 2021, and February 11, 2022. Around 93.1% stated that they gained a better understanding of the chronic condition, 88.3% stated that the program gave them the tools to improve, and 76.5% indicated the program addressed their specific needs. Approximately 92.1% found it easy to interact with the program facilitator and 79.4% found it easy to interact with program members. Around 93.1% said they would recommend the program to others. Discussion: We created a group telemedicine program for a complex chronic medical condition. The foundation of knowledge provided by the telemedicine program allowed more time during face-to-face encounters for individual assessment of the patient, and increased access to care. Overall, the program has improved the treatment process by reducing treatment burden and empowering patients with self-management skills to help reach our fundamental treatment goal of improving quality of life.

Gynecological intrauterine brachytherapy training for radiation therapists: The development and implementation of a training program

PURPOSEGynecological brachytherapy (GynBT) is an important part of gynecological cancer management. At Olivia Newton-John Cancer Wellness & Research Centre (ONJCWRC), Melbourne, Australia, radiation therapists (RTs) are integral to the MRI adaptive GynBT program workflow. However, there is limited GynBT training available for RTs in Australia. A GynBT training program has been developed at ONJCWRC to meet this need and support RTs in becoming competent, proficient and confident in the various roles in GynBT. This is a preliminary report on the development and implementation of a credentialing program, providing a structured approach to GynBT training of RTs. METHODS AND MATERIALSA credentialing program was designed with modules and competency assessments to ensure efficiency and proficiency of RTs in the GynBT workflow. The program includes theoretical modules in anatomy, international GynBT guidelines, radiation safety and local protocols; and practical modules in equipment, ultrasound for GynBT, operating theatre procedures, MRI, contouring, applicator reconstruction, planning, quality assurance and treatment delivery. Learning strategies include self-directed learning, tutorials, practical sessions, and third-party courses. The program concludes with an exit examination assessing major competencies. RESULTSThe program was implemented in April 2018 with three RTs completing the program and passing the exit examination on first attempt. On post-program survey, the RTs felt the program was comprehensive, helping to build their confidence, and proficiency in GynBT. CONCLUSIONSA GynBT RT credentialing program was successfully developed and implemented to improve the quality of training at ONJCWRC. This program is mandatory for RTs joining the GynBT team. This program can provide a framework for implementation of GynBT training in other centers.

Results of the George Washington University cancer center's comprehensive cancer control cancer communication mentorship program and implications for future practice.

PurposeThe Comprehensive Cancer Control Cancer Communication Mentorship Program (“Mentorship Program”) was created by the George Washington University Cancer Center (GWCC) to provide technical assistance (TA) in implementing evidence-based cancer screening communication interventions and support networking for comprehensive cancer control (CCC) professionals. The Mentorship Program matched entry-to mid-level CCC professionals with health communication and/or CCC experts and offered monthly web-based discussions with academic researchers and practitioners who shared their knowledge and provided applied learning opportunities throughout mentees’ project planning, implementation and evaluation. The program objective was for mentees to improve health communication skills and apply evidence-based knowledge to reduce the burden of cancer.MethodsA mixed methods evaluation was conducted, including a qualitative description of each project and its outcomes as well as quantitative measures of satisfaction with the program and self-rated changes in competence.ResultsMentees represented the following locations: New Jersey, Arkansas, Michigan, West Virginia, and Republic of Palau. Project topics ranged from increasing Human papillomavirus (HPV) vaccinations to increasing screening uptake for colorectal cancer, lung cancer, cervical cancer, and breast cancer. Evaluation results from pre- and post-program communication competency self-assessments and mid- and post-program surveys revealed that the Mentorship Program advanced personal and professional goals and improved public health communication skills.ConclusionThe Mentorship Program achieved its objectives for peer networking and offering expert TA in cancer prevention and control communication, offering a promising model for others involved in supporting implementation of evidence in practice.

Program implementation and outcomes from three cohorts of the nurse-family partnership nurse residency program.

The purpose of this paper is to describe a Nurse-Family Partnership (NFP) Nurse Residency Program (NRP) and program outcomes. Dual methods were used to evaluate the first three cohorts of the NFP NRP. Participants were new NFP nurses, most working in Colorado. Pre-(n = 42) and post-program (n = 26) surveys were completed using the Individual Workplace Perception Scale (IWPS) and endorsement of program objectives; key informant interviews were done with the initial cohort. Descriptive statistics and unpaired t-tests (for the IWPS) were used to explain program effectiveness and efficacy. Forty-two NFP nurses participated in the program at the onset. There was consistent attendance (92% or more) among those who finished and modest individual attrition during the length of the program. Participants reported high levels of satisfaction with the content and meeting program objectives; there were no significant differences on pre- and post-program IWPS scores. The program was well-received by program participants and has the potential to contribute to the professional development of new NFP nurses.

Implementation of a pharmacy residency resiliency program for PGY1 and PGY2 residents: Program structure and resident perceptions.

To describe the implementation of a pharmacy residency resiliency program (PRRP) for postgraduate year 1 (PGY1) and postgraduate year 2 (PGY2) pharmacy residents, including program structure, strengths and weaknesses/limitations, resident perceptions as captured by a postprogram survey, generalizability to other institutions, and opportunities for future directions. Pharmacy residents face significant pressure, workload, and stressors that put them at risk for burnout and depression. While resiliency has been a major area of focus to help combat these risks for healthcare professionals, little has been published regarding formal, structured resiliency training in pharmacy, especially in pharmacy residency programs. American Society of Health-System Pharmacists (ASHP) residency standards recommend that programs consider education related to burnout prevention and that mitigation strategies be provided to residents and other pharmacy personnel, but no formal pharmacy-specific programs or strategies have been established. We implemented a 12-month PRRP for PGY1 and PGY2 pharmacy residents and conducted a postprogram survey to assess resident perceptions and to identify areas for growth. Implementation of a PRRP was feasible and could be replicated at other institutions. Residents in our program reported a high level of satisfaction, skills gained, and positive attributes of the addition of the PRRP. Some notable factors contributing to success included the program's longitudinal nature, use of a nonpharmacy facilitator, and impactful content from an established resiliency skills curriculum.

A Novel Narrative Medicine Approach to DEI Training for Medical School Faculty

Problem : Diversity, Equity, and Inclusion (DEI) trainings for medical school faculty often lack self-reflective and pedagogically focused components that may promote incorporation of anti-racism and social justice into medical school curricula. Intervention : A four-session Narrative Medicine (NM) anti-racism program was designed for medical school faculty using critical race theory, phenomenology, and NM methods. Each workshop consisted of a lecture on key NM concepts and a small-group breakout session incorporating group discussion, close reading, and reflective writing. Context : This NM anti-racism program was developed and implemented in April 2021 by two medical students for faculty at an institution in the southeastern U.S. The program was supported by the Office of Inclusive Excellence at the institution and held in collaboration with the institution’s medical education teaching academy. Program evaluation consisted of pre- and post-program surveys, which queried participants’ previous experiences with DEI and medical humanities programs, perceptions of self-identity and privilege, and confidence in teaching concepts of anti-racism. Of the total program participants (n = 32), 19 completed both surveys (54.3%). Survey data were analyzed using bivariate testing methods and qualitative thematic analysis. Impact : Post-program surveys showed 13 (68.4%) participants felt “somewhat more” or “more” comfortable engaging in concepts of race, and 12 (63.2%) participants felt “somewhat more” or “more” comfortable including topics of race into their teaching compared to before the program. Five themes were generated following qualitative analysis: (1) the value of longitudinal narrative reflection in a small-group setting for DEI work; (2) desire to commit more time to DEI, anti-racist, and social justice work while balancing busy teaching and clinical schedules; (3) the value of storytelling in DEI and anti-racism programming; (4) an understanding of deconstructive and reconstructive work of anti-racism in medicine; and (5) an increased ability to educate and enact change through teaching, activism, and institutional cultural and policy changes. Lessons Learned : This novel NM DEI training for medical school faculty was successful in increasing comfort discussing and teaching concepts of race in the medical school classroom, while providing a uniquely reflective space for personal growth. Participation in this longitudinal reflective experience was limited by physician schedules, therefore efforts to make time to participate in similar longitudinal interventions must be undertaken.

Evaluation of a virtual quality improvement training programme

Background/Aims The COVID-19 pandemic challenged not only global healthcare systems, but also educational systems, with many large, in-person training programmes being suspended. Instead, virtual learning platforms have been used, with promising results. This study explored the effectiveness of a virtual quality improvement training programme in a healthcare setting. Methods A 6-week interprofessional virtual quality improvement training programme was developed and delivered to a total of 137 participants across three cohorts. Pre- and post-programme surveys were administered to assess knowledge gained from training. Focus groups were also conducted for more in-depth feedback about the sessions. Information was then collected regarding any quality improvement projects participants had undertaken after completing the training. Results Mean scores were higher in the post-programme than the pre-programme survey across all knowledge domains (P&lt;0.001, Cohens d=6.63). Over 80% of participants reported that the training improved their understanding of and confidence in undertaking a quality improvement project, and that they would recommend the training to their colleagues. Participants went on to either lead or contribute to a variety of quality improvement projects across a wide range of specialisms. Conclusions The virtual quality improvement training programme is an effective method of teaching, leading to participants being able to demonstrate competency in quality improvement. This approach to training delivery represents an efficient alternative to in-person training for building capability in frontline healthcare staff.

Addressing health disparities in hispanic communities through an innovative team-based medical spanish program at the medical school level \u2013 a single-institution study

BackgroundThere are insufficient Spanish-speaking physicians to effectively serve a large and rapidly growing Spanish-speaking patient population.MethodsA team-based hybrid medical Spanish program was designed and implemented at a single medical school in Southern California. This pilot program consisted of a weekly in-person portion where students reviewed Spanish vocabulary and grammar and practiced clinical encounters in teams through active role play. Students supplemented in-class learning with online coursework. Program success was measured through physician-evaluated clinical encounters with Spanish-speaking standardized patients, a 100-question multiple-choice exam, and pre- and post-program surveys.Results97% of students in the program (n = 32) received a passing grade at program completion. Student surveys demonstrated enthusiasm and engagement in weekly sessions (95% overall attendance, 97% reported feeling either excited or ready to learn prior to class). In a post-program survey, 100% of students felt better suited and increased desire to treat Hispanic patients. Additionally, all students indicated an interest in the continued use of Spanish in both their schooling and future practice. In a follow-up survey after three months of clinical experience in their 3rd year of medical school, 100% of students reported that medical Spanish is "very beneficial" in patient care and that students with medical Spanish proficiency have advantages over non-speaking students when it comes to patient care opportunities. 100% felt that time spent learning medical Spanish during pre-clinical years was time well spent and that the medical Spanish program enhanced their care of Spanish-speaking students.ConclusionsThe results of the pilot program show a significant increase in the ability of students to engage in clinical interaction in Spanish. The results of our study demonstrate a significant increase in the knowledge, clinical skills, and self-reported confidence of students to treat Hispanic patients. Furthermore, all students not only felt better equipped and more confident to treat Hispanic patients, but they also had an increased desire to do so moving forward in their careers. We conclude that an effective medical Spanish program can be executed simultaneously with a pre-clinical medical school curriculum.

Nurturing diversity and inclusion in AI in Biomedicine through a virtual summer program for high school students.

Artificial Intelligence (AI) has the power to improve our lives through a wide variety of applications, many of which fall into the healthcare space; however, a lack of diversity is contributing to limitations in how broadly AI can help people. The UCSF AI4ALL program was established in 2019 to address this issue by targeting high school students from underrepresented backgrounds in AI, giving them a chance to learn about AI with a focus on biomedicine, and promoting diversity and inclusion. In 2020, the UCSF AI4ALL three-week program was held entirely online due to the COVID-19 pandemic. Thus, students participated virtually to gain experience with AI, interact with diverse role models in AI, and learn about advancing health through AI. Specifically, they attended lectures in coding and AI, received an in-depth research experience through hands-on projects exploring COVID-19, and engaged in mentoring and personal development sessions with faculty, researchers, industry professionals, and undergraduate and graduate students, many of whom were women and from underrepresented racial and ethnic backgrounds. At the conclusion of the program, the students presented the results of their research projects at the final symposium. Comparison of pre- and post-program survey responses from students demonstrated that after the program, significantly more students were familiar with how to work with data and to evaluate and apply machine learning algorithms. There were also nominally significant increases in the students’ knowing people in AI from historically underrepresented groups, feeling confident in discussing AI, and being aware of careers in AI. We found that we were able to engage young students in AI via our online training program and nurture greater diversity in AI. This work can guide AI training programs aspiring to engage and educate students entirely online, and motivate people in AI to strive towards increasing diversity and inclusion in this field.

The Radiology Scholars Certificate Program: A Medical Education Learning Tool

The Radiology Scholars Certificate Program (RSCP) is an extracurricular program created for preclinical medical students to address disparities in radiology education and exposure during medical school. The RSCP was designed as a year-long program for first- and second-year medical students. The 4 key components of the RSCP are: Exposure to radiology through shadowing, knowledge acquisition through self-paced case-based learning modules, knowledge application in interactive workshops, and completion of a scholarly project. Students are required to complete at least 3 hours of shadowing, attend at least 3 workshops, complete self-paced online modules, and complete a capstone project on a topic of their choosing. Pre- and post-program surveys were administered to assess trends in participants' perception of the field and imaging-related clinical knowledge. In the first year of the RSCP, 55% of the matriculating class enrolled and of those, 84% completed the program. Approximately half of participants were female. Participants demonstrated significant improvement in radiology knowledge, with average scores improving from 52.8% to 68.6% (p < .001) on the knowledge-related survey questions. Significant improvements were also observed in student-reported confidence with ordering and interpreting imaging studies and in their perceptions of the field. The RSCP is an effective tool for addressing deficits in radiology education and exposure during medical school. It is designed to be run by senior medical students under radiology resident and attending supervision. With motivated student and radiologist investment, the RSCP should be easily replicable in medical training programs worldwide.

Preliminary evaluation and implications of the SPECAL method as an intervention for informal dementia care partners

Objective: The degenerative nature of Alzheimer’s disease and related dementias (ADRD) means that people diagnosed with ADRD often rely on friends and family to provide care as their cognitive and physical abilities decline. Caring for a person with dementia is complicated, in part because ADRD changes a person’s ability to communicate and create memories. Practitioners have increasingly identified communication-centered interventions as one way to address care partner needs while also improving well-being for the person with dementia. In this study, we evaluated one program, the SPECAL® method. Method: Using mixed-methods research, we assessed the effectiveness of a seven-week SPECAL course at facilitating positive outcomes for informal care partners. Participants completed pre- and post-program surveys (n = 17) as well as post-program interviews (n = 20). Results: Results showed several positive changes from pre- to post-program. Participants also reported several key themes in their experiences and implementation of SPECAL, including many beneficial and some challenging outcomes. Conclusion: Results from this study underscore the importance of communication as an intervention target for dementia care partners, identifying opportunities and challenges in working to help care partners communicate with people with ADRD in ways that sustain their relationship and foster mutual well-being.