Interprofessional Education
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Presenter List

O-Oral G-Small Group Discussions W-Workshops
P-Posters D-Technology Demos


Sebastian R. Alston, M.D.
Nancy B. Clark, M.Ed.
Florida State College of Medicine
Byron Crawford, M.D.
Tulane University School of Medicine
Richard Rathe, M.D.
University of Florida College of Medicine
  258 (G)

Cheating in Medical Schools in 2008


Despite the relative lack of recent articles, cheating remains a problem in medical schools. In fact, there are indications that it is a growing problem. Technology, generational changes, and shifting definitions of cheating are some of the components. When cheating is recognized, applying appropriate corrective actions is sometimes difficult. The participants will discuss vignettes in small groups. Discussion will follow.

Brett Baskovich, BS
William E. Winter, MD
University of Florida
College of Medicine
  189 (D)

3-D Computer Animations for Inflammation and Immunology Instruction


The goal was to develop 3-D animations of the processes involved in acute inflammation and macrophage-T cell interactions. Animations were developed by the first author with Maya and Vegas software.The first animation (~4 minutes in length) took 2 and ? weeks to create the animation and voiceover. The second animation (~1 minute n length) took 1 week to develop. Creating 3-D animations is labor intensive and time consuming. However the animations should greatly assist students in conceptualizing these events.

Diane Beck, Pharm.D
University of Florida College of Pharmacy
Richard A. Davidson, MD,MPH
Lou Ann Cooper, PhD
Eric I. Rosenberg, MD, MSPH
University of Florida College of Medicine
  209 (W)

Developing an IPE Patient Safety Curriculum: A Faculty Learning Community Approach


In spite of national calls for the development of interprofessional education in the health sciences, there are few successful models. Significant barriers exist in most academic settings that can sidetrack the best intentions. We organized and implemented a Faculty Learning Community involving five health professions colleges in order to develop an interprofessional curriculum in patient safety and quality. In this workshop we will discuss the theory, structure and function of Faculty Learning Communities, and how they may help overcome barriers to the development of interprofessional educational efforts

Erica Brownfield, MD, FACP
Emory University School of Medicine
  227 (O)

Assessment of Medical Students: Can One Question Tell All?


Assessment of students is often unreliable as many evaluators avoid documentation of below average performance. At Emory, the addition of one question, Would you want this student participating in the care of a loved one to the traditional evaluation, was significant in that evaluators who did not respond to this simple question may actually be indicating that they have concern about student abilities and should be seriously considered.

Robert J. Bulik, PhD -University of Texas Medical School at Galveston   262 (P)


In order to appreciate another's situation, we are advised to walk a mile in that person's shoes. When students taking a Narrative Medicine Elective are asked to reflect on political and societal issues that impact delivery of care to underserved populations, we hope they appreciate the diversity of people and circumstances with which they will be working as practicing physicians we are asking them to recognize the different shoe sizes that exist in our communities.

Mabel Caban, PhD
Robert J. Bulik, PhD
University of Texas Medical Branch
  256 (P)

Implementing Healthcare Delivery Theme in the Medical School Curriculum

The strategic plan of our medical school prepares students for the practice of medicine in the 21st century by developing skills and knowledge around five non-traditional themes. One of these themes is healthcare delivery. The health care delivery theme is centered around the concepts and methods required in delivery of health care that is safe, effective, and cost-efficient. The purpose of this poster is to describe the theme and the strategies we are using to implement a Health Care Delivery Theme into a medical school curriculum.

Jason Cantow, MS, MBA
Hameed Ahmed, MS, PMP
Association of American Medical Colleges


232 (P)




How to utilize the Association of American Medical Colleges Curriculum Management Information Tool (CurrMIT) and the Graduation Questionnaire to evaluate your schools Curriculum

Members from the Academic Affairs section at the Association of American Medical Colleges will discuss the implementation of utilizing both CurrMIT and the Graduation Questionnaire for Curriculum Evaluation. The Curriculum Management and Information Tool is a password-protected, online database that offers a full array of support service designed to help medical schools manage and report on their curriculum. The Graduation Questionnaire is administered annually to fourth-year medical students, ensuring their input into important medical education issues both at their institutions and nationally.

Mary Carter, MD, PhD
University of Louisville School of Medicine



Using SPs to Score Post-Encounter Notes After an In-House Clinical Skills Exam


The study purpose was to obtain feedback from 123 PGY-1 residents who participated in a new, simulation-based training program on central line placement.? The study focused on resident self-ratings of performance and ratings of the workshop.? As a group, residents were highly satisfied with the educational aspects of the course and recommended that it be mandatory for all future interns.? Important performance differences based on trainee characteristics were found, and warrant further investigation.

Teresa Carter, EdD
Virginia Commonwealth University School of Medicine



260 (P)


Transforming Teaching and Research: Evidence from a Newly Developed Master?s Degree in Education for Physicians


A qualitative evaluation study highlights lessons learned in program development as well as changes in knowledge and skills among Virginia Commonwealth University?s School of Medicine faculty who participated in a Master?s degree in Education program in 2007-2008. Developed by the School of Education for medical educators, program results indicate transformed perspectives on teaching, development of new curricula, and positive initial experiences in developing a research agenda in medical education. Recommendations for faculty developers are included.

Sheila W. Chauvin, MEd, PhD
Jack R. Scott, EdD, MPH
Louisiana State University
Health Sciences Center


220 (W)

Conducting Criteria-Based, Peer Review of Educator Portfolios


Considerable work has targeted methods for developing effective educator portfolios and far less has addressed effective approaches for evaluating such compendiums. In this session, participants will use hands-on activities to differentiate teaching excellence, scholarly approach and scholarship in teaching and education and to examine components, criteria, and acceptable forms of evidence. In small groups, participants will apply an assessment protocol for peer review of an example portfolio and conclude with a set of guiding principles.


Sheila Chauvin, MEd,
PhD Jack R. Scott, EdD
Robin English,
Louisiana State University
School of Medicine


201 (O)

Education Academies: Faculty Members? Views of Membership and Participation in a Scholarly Community of Educators


 This study examined faculty members? motivations to seek Academy membership and their intentions forparticipation and contributions once accepted. Using a mixed methods research design, driven by qualitative inductive methods, a retrospective content analysis of faculty responses in membershipapplication portfolios revealed that faculty development, mentoring, collaboration and networking toenhance teaching excellence and educational scholarship were predominant with regard to membership choice, intended participation and achievement of professional goals through engagement in the academy.

Sheila W. Chauvin, MEd, PhD
Valeriy Kozmenko, MD,
John Paige, MD,
Ramnarayan Paragi, MD MPH
Tong Yang, MD MS

Vadym Rusnak, MD
Louisiana State University
Health Sciences Center


207 (W)

Straegies for effective Implementation fo Simulation-Based Teamwork Training at the Point of Care


While most simulation-based training has occurred in specialized training centers, the future willincreasingly include examples of training at the point-of-care. In both settings, trainingeffectiveness requires more than technicality and realistic scenarios. Leadership, stakeholder buyin,and receptivity to simulation and improvement are critical components for success. Workshop participants will learn evidence-based strategies for addressing individual, organizational, and logistical features that influence the success of simulation-based training conducted at the point of care.

Diane Chico
Thomas J. Collins
Brian T. Miller
University of Texas
Medical School at Galveston


206 (P)

Use of Streaming Dissection Videos to Enhance Human Anatomical Dissection


Due to increasingly short formal dissection time in anatomy courses and decreases in the numbers of trained anatomists, dissection videos may provide a valuable guide to students of clinical anatomy. We developed a series of dissection videos for implementation in the laboratory component of a clinical anatomy course. Student?s opinions about the utility of the videos were uniformly positive and indicated that the video format was often more valuable than a standard written dissector.

Craig W Clarkson, PhD
Krishna C Agrawal, PhD
Debasis Mondal, PhD
Tulane School of Medicine


249 (P)

Peer Instruction Enhances Student Performance on Pharmacology Quizzes


Peer instruction is a cooperative active-learning strategy that promotes critical thinking and decision-making skills. To assess whether this strategy can enhance student performance in pharmacology, we used peer instruction on 20 questions in our medical pharmacology course, as well as two related graduate courses in pharmacology. The percentage of correct answers increased significantly (P<0.0001) after discussion for questions related to recall of knowledge, as well as higher-order questions involving analysis or application of knowledge.

Scott Cottrell, MD
West Virginia University School of Medicine


178 (O)

A Generalizability Study of Student Responses to Identify the Educational Process of Clinical Learning


The purpose of this study was to investigate the reliability of third-year students? documentation of clinical experiences using an online system across 7 core-clerkships. Students were asked to respond to questions about the educational process (i.e., level of student participation and educator feedback). The generalizability study results suggest that students? responses reliably distinguished the level of educators? feedback and encouragement for student participation in clinical experiences. 

Scott Cottrell, EdD
Virginia University?s
School of Medicine
Carol Thrush, EdD
University of Arkansas Medical School
Britta Thompson, PhD
Baylor College of Medicine


182 (W)

P Values, Confidence Intervals, and Effect Sizes, Oh My!! A Practical Approach to Understanding Educational Research Findings


The purpose of this workshop is to educate participants about the fundamentals of statistical inference and hypothesis testing related to educational research. Using practical research examples, this workshop will emphasize fundamental issues related to the interpretation of P values and effect sizes. The workshop will include didactic, visual, and collaborative learning methods. Participation in the workshop will help prepare medical educators to implement appropriate statistical methods and make informed interpretations of statistical data. 

Laura Cousineau, MLS
Medical University of South Carolina


205 (P)

WIKIpedia-trica: A Library - Department of Pediatrics Collaboration for a Morning Report WIKI


The WIKI catalogs Morning Report cases, records the discussions, hosts the chief resident?s teaching point presentation, hosts related articles, and provides follow-up information on the case's progress. Preliminary data shows mean resident attendance has increased 11.2% (p=0.0009) compared to the same time period in the previous year. Collaboration between the Library and Residency programs can help harness new Web 2.0 technologies to serve the educational needs of a residency program.

Byron E. Crawford, MD
Tulane University School of Medicine


210 (P)

Assessment of Academic Success of Student Self-Directed Learning ? A work in progress


Traditional medical education can be intense for both student and faculty with increase in faculty-student exposure time leading to a dense curriculum. One method of approaching a dense curriculum is reducing faculty-student exposure time and substituting with student independent study.

Byron E. Crawford, MD
Cathy Lazarus, MD
Tulane University School of Medicine


211 (P)

Integration of Humanism into the Basic Science Curriculum

Humanism, including appropriate attitudes, behavior, empathy and compassion has been shown to be important character traits that can be developed by students. Most student exposure to humanism is limited to clinical courses with minimal exposure in the basic sciences.

Annie J. Daniel, PhD
M. Deborah Larimer, EdD
Tulane University School of Medicine


265 (P)

A Data-Driven Faculty Development Planning Model


Faculty at Tulane University School of Medicine completed an online needs assessment to identify specific areas of faculty development that should be incorporated in the Office of Medical Education?s strategic planning, with a focus on creating data-driven development sessions. This poster will present the results of that needs assessment, and summarize faculty attitudes and practices related to pursuing professional development and willingness to use faculty development services provided by the school of medicine.

Annie Daniel, PhD
Byron Crawford, MD
Kevin Krane, MD
Marc Kahn, MD
Craig Clarkson, PhD
Terry Dise, MD
Ross Klingsberg, MD
Tulane University School of Medicine


228 (G)

A Team Approach to Implementing Team-based Learning: Lessons Learned


Using the team approach to implement Team-based learning can make the process less complex. This session will be used to discuss the lessons learned from implementing TBLs. With a group of participants that have successfully implemented TBLs, each will discuss in detail their experiences getting started with TBLs, creating assignments, and assessment items. 

Sebastian R. Diaz, PhD, JD
Scott Cotrell, PhD
West Virginia University
College of Medicine
Dennis Baker, PhD
Florida State University


243 (W)

The Use of Concept Mapping/Pattern Matching for Planning and Evaluation in Medical Education


Concept Mapping / Pattern Matching (CMPM), a mixed-methods approach used to conceptualize domains defining practice or curriculum areas, is a useful methodology for program planning and evaluation. This session will orient participants to this methodology by reviewing an example germane to medical education. Participants will then experientially learn about CMPM by participating in the initial stages of a research project designed to address: What are the characteristics of an effective conference such as The SGEA conference?

Carol Elam, EdD
Jennifer Bruecker,PhD
University of Kentucky
College of Medicine
Nicole Borges, PhD
Boonshoft School of Medicine
Wright State University


188 (G)

The Millennial Student: Exploring their Approaches to Interaction and Learning


Howe and Straus ascribe six defining attitudes and behaviors to Millennial students: 1) conventionally motivated and respectful; 2) structured rule followers; 3) protected and sheltered; 4) cooperative and team oriented; 5) talented achievers; and 6) confident and optimistic about their futures.1 Millennial generation students first entered medical school in 2003. What can medical school faculty and administrators expect of these students? What are the educational implications for medical school faculty?

Robin English, MD
Bonnie Desselle, MD
Robin McGoey, MD
Louisiana State University
Health Sciences Center


199 (W)

Critical Thinking in Medicine: What is it? Can we teach it?


Teachers of medicine value critical thinking, but most are not familiar with the critical elements of thought and therefore are inadequately prepared to teach learners how to think critically. In this interactive workshop, we will discuss intellectual standards and the elements of critical thought as they apply to both medical and nonmedical problems. Participants will gain an understanding of the process of critical thinking and acquire practical skills to teach their learners about critical thinking.

Manuel A. Eskildsen, MD
Emory University
School of Medicine
Lisa Granville, MD
Florida State University
College of Medicine
Molly Cahall, MA
Vanderbilt University?s
Eskind Biomedical Library


225 (W)

Don't Kill Granny: Strategies for Achieving Minimum Competencies for Medical Students in Geriatrics


The baby boomer generation will turn 65 in a few years, nearly doubling the current population of older adults. The challenges associated with the health care needs of these individuals, including a shortage of health care workers trained to care for them, must be addressed with unique approaches. This workshop is intended to give educators specific goals in training and assessing the future caretakers of our aging nation.

Arash Esmailzadegan
Stephanie Wragg, Ph.D.
University of Miami
Miller School of Medicine
Christopher M. Burns
Schmidt College of Biomedical Science Ruth McCaffrey
Lynn College of Nursing


234 (P)

Using problem-based learning in a medical curriculum to address interprofessional education (IPE): a pilot study.


There is an excellent opportunity for interprofessional education at the regional campus because of the proximity of the School of Nursing and a flexible curriculum structure. A pilot project will present the outcomes of problem-based learning sessions with either medical, nursing or mixed student groups to learn how IPE influences student perceptions about knowledge acquired and approaches to patient management.

Michael Fordis, MD
Baylor College of Medicine
Houston, Texas
Dave Davis, MD
University of Toronto


273 (W)

Better evidence? Better Resources? Better Teaching?  Interactive Session to Develop Next Steps in SGEA Partnership with AHRQ for Incorporating Resources into Teaching and Evaluation Across the Continuum


Summarize the state-of-the-art in incorporating evidence across the clinical learning continuum; introduce the AHRQ Effective Health Care Program; describe the AHRQ/SGEA partnership to incorporate evidence into the curriculum; and solicit input on faculty engagement. Two 15-minute presentations and a brief Q&A session will precede break-out sessions on curricular integration of evidence; supporting resources and barriers to integration; and effective strategies for evaluating efforts. Group reports will conclude the session.

David S. Franklin, PhD
Jennifer W. Gibson, PhD
Jeanne C. Samuel, MEd
William A. Teeter;
Craig W. Clarkson, PhD
Tulane University School of Medicine


233 (P)

Use and Benefits of Lecture Recordings in Medical Education


Medical schools provide many educational resources in their basic science curriculum, including slide-based lecture, handouts, study guides/questions, reviews, textbooks, primary literature, and web-based links. We recently instituted web-based lecture recordings, using the Tegrity Campus 2.0 lecture capture system. Tegrity synchronizes lecture audio and visual components. This study sought to determine how recorded lectures were being used by students, whether its availability impacted attendance, and whether this resource had a positive effect on student performance.

Heather Harrell
University of Florida College of Medicine




254 (P)

Do Good Grades Influence Students? Decisions to Pursue a Career in Internal Medicine?


In 2002-2003, an unintended consequence of a failed experiment to improve evaluation led to increased numbers of A grades (64%) being awarded on a medicine clerkship. Chi-square analysis of grade distributions and residency selection between 2002-2008 confirmed the significant difference in grade distributions between the years (p<0.0001) but no significant difference in the number of students who pursued a career in internal medicine (p=0.25) suggesting that good grades are not critical in promoting specialty interest.

Heather Harrell, MD
University of Florida College of Medicine
Robert T Watson, MD
Florida State University College of Medicine


259 (G)

Will We Ever Reform the Fourth Year and Should We?


There is much talk of reforming the fourth year of medical school but little occurs possibly in part due to different goals among the various stakeholders. The purpose of this discussion is to clarify potential roles for the fourth year and barriers to reform. Specifically, we hope to define questions that can be collaboratively researched to promote reform.  

Amy Holthouser,MD
University of Louisville
School of Medicine


204 (P)

Evaluation of a Required 3rd year Team-Based Palliative Care Clerkship

A newly developed team-based Palliative Care Clerkship was systematically studied using validated survey tools before and after launch to evaluate changes in third year student palliative care medical knowledge and attitudes. Results indicate that students improved significantly on these measures following completion of the clerkship. In addition, students reported significantly more exposure to dying patients yet preserved satisfaction in provision of end of life care as a result of the team-based palliative care clerkship.

Amy Holthouser, MD; Holly Cummings; - University of Louisville School of Medicine; Robert Hernandez, MD -University of Miami Miller School of Medicine; Sheila M. Crow, PhD - University of Oklahoma College of Medicine; Betsy Naylor, MD ?Virginia Commonwealth University Medical Center


240 (G)

Integrating Teaching and Evaluation of Professionalism in the Medical School Curriculum: A Small Group Discussion


Teaching and evaluating medical student professionalism remains a challenge at the national level. Four diverse schools will guide a small group discussion of common challenges and solutions to teaching and evaluating professionalism. Using nationally published guidelines as a framework, small groups will discuss practical learning objectives, teaching settings, and evaluation techniques for professionalism. The role of professionalism evaluation in medical school administrative practice will be discussed, as well as barriers and solutions to developing a professionalism curriculum.

Brooke Hyatt;
Kristen Crowell


268 (P)

Hurricane Ike Remembrance Project

Hurricane Ike devastated Galveston Island and the University of Texas Medical Branch in September 2008. Upon returning to school, we solicited photographs from students, staff and faculty with storm-related scenes. The photos, which range from tragic to comedic, are on display in a prominent hallway. Paper and pens flank the photos, allowing visitors to share their stories. This project brought together the photos and narratives as a powerful process for reflection.

Darryl Jennings, MD
Jennifer Breckner, PhD
Donna Weber,PhD
Steven Evans, MA
University of Kentucky
College of Medicine


271 (W)

Do Students Want to Buy Wish in Your Classroom? Creating a Learning Environment that Helps Students Want to Learn and Want to be There

Medical educators strive to provide optimum learning environments to students. As student cultures change, faculty may use Lundin?s for Fish! Principles ?be there, play,make their day, and choose your attitude? to create a learning environment that engages students and promotes learning. Utilization of this philosophy by educators may increase student responsibility, peer role modeling, student satisfaction in their education and careers.

Marc Kahn, MD
Tulane University School of Medicine


179 (O)

Estimating the Value of a Medical Education: A Net Presenter Value Approach

Estimating the value of a medical education is a difficult undertaking. As student debt levels rise and the role of managed care in price-setting increases, the financial benefit of an MD degree comes into question. We developed a model using net present value (NPV) analysis for a range of annual costs of medical school attendance. Using this model, we were able to set the NPV to $0 to determine the financial value of a medical education. The NPV for a medical education was positive for all annual costs of attendance from $10,000 to $100,000. Only at an annual cost of $241,507 was the NPV equal to $0. This represents the financial value (or break-even cost) of medical education.

Kathryn Kedroff, MLIS
Louisiana State University
School of Medicine in New Orleans

Medical Students? Information Seeking Habits


244 (P)
Medical Students? Information Seeking Habits Training medical students to identify authoritative health information resources and utilize information technologies has shown a 5-7% increase in their knowledge and skills in searching the medical literature. Second year medical students were introduced to available resources and technologies over seven sessions during the school year as part of an interdisciplinary science and practice of medicine course. Competencies tested throughout the curriculum demonstrate that students become informed users of medical resources when longitudinally exposed.

N. Kevin Krane, MD, FACP
Tulane University School of Medicine


247 (O)

Inter-Professional Education of Healthcare Students using TeamSTEPPS? Training


Inter-professional teamwork in health care is an integral part of systems designed to improve patient safety. To assess inter-professional relationships of medical, nursing, and pharmacy students who underwent TeamSTEPPS? training together, a validated instrument, the Readiness for Interprofessional Learning Scale (RIPLS) was administered pre/post training. Results indicated an increase in RIPLS mean scores after TeamSTEPPS training. Inter-professional training of health care students in TeamSTEPPS can improve perceptions of other disciplines while enhancing systems that improve patient safety.


Ellen Lavelle, PhD
University of Arkansas


253 (G)

Patient-Centered Care: Models, Teaching and Assessment


The movement to patient-centered care has potentially set the stage for new insights into the power of medical communication as it impacts the healing process. However, the construct of patient-centered care is somewhat vague resulting in a full range of interpretations and difficulties in measurement. Models of patient-centered care vary, and encompass a full range of components: cooperation, therapeutic alliance, focus on underlying concerns, empathy, doctor self-awareness, nonverbal, empowerment, and patient as a whole person. By considering the components advanced in the literature and by reflecting on personal observations regarding patient-centered care, participants will participate in a consensus building activity followed by an application opportunity geared to improve teaching in medical education.

D. Scott Lind ,MD
Kyle Johnson, PhD
Medical College of Georgia
Juan C Cendan, MD
Benjamin Lok, PhD
University of Florida
Carla Pugh MD
Feinberg School of Medicine Northwestern University


216 (D)

The Use of Virtual Immersive Technology to Teach Clinical Skills in the Health Professions

Computer simulation may represent the future of teaching and assessment in the health professions. We have developed, validated and integrated into health professions curricula several immersive virtual educational technologies to teach and assess clinical skills. Results: Since August 2004, over 500 health professions students have experienced our immersive educational technologies and student feedback has been extremely positive. Students found life-size virtual humans and other immersive factors important to the believability of the interaction.

R. Stephen Manuel, MD
University of Cincinnati
College of Medicine


250 (O)

Students Perception of the MMI Compared to the Standard Admissions Interview


To assess premedical student perception of the Multiple Mini Interview (MMI) compared to the traditional admissions interview. Students completed both a regular medical school interview and the MMI. Out of 81 students, 61 completed an anonymous voluntary survey comparing the MMI to the traditional interview experience. Paired t-tests showed that students believe the traditional interview is a more accurate assessment of their potential as a practicing physician and their potential as a medical school student, but the MMI was more intellectually challenging. Students interviewing for medical school believed the standard interview was a more accurate assessment.

R. Stephen Manuel, MD
University of Cincinnati
College of Medicine


242 (P,D)

Using Multiple MCAT Scores in the Assessment of Student Performance


This study explored the use of multiple MCAT scores with performance on USMLE Step 1. Method: 789 students with more than one set of MCAT scores attending medical school from 1991-2007. Results: For Verbal Reasoning the highest correlation was the lowest score (.266), for Physical Science the average score (.458), for Biological Science average score (.496). Conclusion: When reviewing MCAT scores, schools may want to consider using the average Biological Science and Physical Science scores.

Stacey M. McBain, MD
Ben Guise
University of Arkansas for Medical Sciences


236 (P)

The Effect of a New Fellowship Program on Residents? In-training Examination Outcomes


This poster shows the results of a study that was conducted to examine if the addition of a forensic psychiatry fellowship had a measurable effect on general psychiatry residents? scores on the Psychiatry Resident In-Training Examination (PRITE). Our study demonstrates a particular way in which outcomes data can be used for program evaluation and improvement. The results also suggest a positive relationship between the addition of a new fellowship program and general residents? educational outcomes.

Kathryn K. McMahon, PhD
Janet F. Piskurich, PhD
Ana Arroyave, MD
Paul L. Foster School of Medicine TTUHSC , El Paso


196 (W)

The Clinical Presentation-based Curriculum: Integration of Basic and Clinical Science Learning


Medical educators strive to help students learn the basic and clinical science needed for successful care of patients. This session will introduce a strategy, the Clinical Presentation-based curriculum (CP-based curriculum), that allows the learning of basic science relevant to clinical science in the context of specific common patient presentations. Attendees will learn of this strategy by participating in the design of a CP-based curriculum unit based on a patient who presents with a sore throat.

Karen Hughes Miller, PhD
Gina Wesley,PhD
University of Louisville
School of Medicine


219 (D)



Our demonstration will include an illustrated in-depth discussion of the University of Louisville?s non-traditional uses of SPs in both medical education and research. We will discuss recent successful projects and tasks including the implementation and the business advantages. The demonstration may provide new ideas for SP program managers and other medical educators and researchers. The demonstration will be illustrated with a lap-top photo show of the many places you may find a UOL SOM SP.

John Moustoukas
Tulane University School of Medicine


213 (P)

The Role of Student Faculty Liaison Organizations in Medical Education in the Southern Region


Tulane University School of Medicine utilizes a student-organized liaison organization, the Owl Club, to continuously improve the curriculum through enhanced communication between faculty and students.  A survey of medical schools in the Southern Region revealed that 46% (12/26) of responding schools have similar organizations. Overall, student-run liaison organizations play an important role in medical education, as they allow for critical student input in the curriculum and course review process.

Dhipthi Mulligan MS IV
Lou Ann Cooper, Ph. D.
University of Florida
College of Medicine


184 (P)

Cultural Competence Education: Student Self-Assessment and Perception of Curricular Content


The two objectives of this study were to compare student perception of cultural competence training with that of faculty members, and to examine student self-assessment of cultural competence knowledge, skills, and attitudes for relationships that could inform curricular changes. The TACCT was administered to students and course/clerkship directors in all four years of training. Students also completed a self-assessment of their cultural competence knowledge, skills, and attitudes. The relatively high agreement between students and faculty was largely due to the fact that both groups identified that cultural competence content was not taught.

David Musick, Phd
East Carolina University
School of Medicine


187 (G,P)

Strategies for Teaching Clerkship Medical Students About Chronic Illness


Education of future physicians in chronic illness has been identified in the literature as a weakness of medical school curricula. There is evidence that learner attitudes toward chronic illness are negatively impacted by medical education. The experience of one school with a chronic illness requirement will stimulate fresh ideas about meeting this educational need. The primary outcome will be a summary of topics and teaching methods recommended for use in medical education.

David Musick, PhD
East Carolina University
School of Medicine


186 (O)

The Use of Simulation Modalities to Train PGY-1 Resident Physicians to Safely Perform Central Venous Catheterization Procedures: An Exploratory Study


The study purpose was to obtain feedback from 123 PGY-1 residents who participated in a new, simulation-based training program on central line placement. The study focused on resident self-ratings of performance and ratings of the workshop. As a group, residents were highly satisfied with the educational aspects of the course and recommended that it be mandatory for all future interns. Important performance differences based on trainee characteristics were found, and warrant further investigation.

Stanley Nazian, PhD
University of South Florida
College of Medicine


215 (P)

The Interdisciplinary Medical Sciences Program: An Opportunity for the Borderline Applicant


Frequently, medical school applicants with highly desirable characteristics have academic credentials that do not quite meet the academic requirements for admission. The Interdisciplinary Medical Sciences program provides such candidates with an opportunity to develop and demonstrate the knowledge, skills and attitudes necessary for a successful career in the medical sciences. We will describe the student selection process, the curriculum and our experiences in the early years of this program.

Derek H. Ohlstein
Niels OlsonGary Wang
Timothy Park
John Wysocki
William Kethman
Tulane University
School of Medicine, Medical Students


193 (P,D)

Tmedweb: Making Med School Easier, One Less Click at a Time


As new technologies are introduced to the classroom, these technologies are often underutilized by students due to inconsistent user-interfaces and lack of centralization. Several medical students sought to solve this problem by creating Tmedweb ( Tmedweb by provides one centralized site for university resources and many new resources designed to be used on a daily basis. Tmedweb successfully integrates academic and social calendars, lectures, handouts, wiki, marketplace, and many other resources for less than $50 a month.

John W. Pelley, PhD
Texas Tech University HSC
Marti Echols, PhD
Nova Southeastern University
College of Osteopathic Medicine


230 (W)

Improving Problem Solving In Small Group Settings With Scored Concept Mapping.


This workshop will help educators to train students to use scored concept mapping to obtain greater educational benefits during small group problem solving settings, including Team-Based Learning (TBL). Collaborative application of integrative concepts is essential to the development of higher order thinking skills during small group problem solving. However, not all students have integrative learning preferences and even those that do don?t always apply these skills successfully. 

Jeffrey Pettit
University of Iowa Carver College Medicine


181 (G)

Team Development: Tactics & Tools in Medicine


Developing effective teams and members with team knowledge is becoming more important in medicine. There is minimal literature in medical journals and magazines reporting how teams are developed, what types of team models are used, what types of training are used, and what measures are used to identify effective teams. This workshop will explore current approaches to team development.

Curt M. Pfarr, PhD
Martine Coue, PhD
Paul L. Foster School of Medicine


245 (P)

Light and Virtual Microscopy: Complementary Approaches for Teaching Medical Histology


Here we present a case for retaining classical light microscopy using glass slides (in both direct visualization and video formats) as a complement to virtual microscopy. Light microscopy provides a higher absolute resolution of images and a ?hands-on? experience while the virtual / digital systems allow tremendous flexibility in manipulating, annotating and studying images. A physical comparison of the two approaches will be made and some of the advantages of direct viewing with light microscopes discussed. This dual approach can provide students with a deeper understanding and appreciation of microscopic examination of tissue samples.

Andrea Pfeifle, EdD
James Ballard, M.S
Terry Stratton, PhD
University of Kentucky
Amy V. Blue, PhD
University of South Carolina
Susan Gerik, MD
University of Texas
Medical Branch at Galveston
Florida International University
College of Medicine


214 (G)

Interprofessional Education: Developing a Model to Describe Outcomes and Best Practices in Assessment and Evaluation


Patients are more likely to receive safe, quality care when health professionals work together in teams. Our graduates must be prepared to work interprofessionally. But few models exist to describe the core competencies that our graduates need or how to evaluate these outcomes. The purpose of this small group discussion is to 1) describe specific outcomes of IPE and 2) create a rubric of best practices in assessment and evaluation that address those core competencies.

Robert J. Philpot Jr. PhD, PA-C
South University


176 (W)

Quick and Easy Strategies to Build Effective Learning Teams


The best team building activity can become the worst team-building experience if it is not properly planned and there is no clear objective. Further, if a debriefing is not conducted, team members will have difficulty applying what they just experienced. This highly interactive session will allow participants to understand the seven steps to planning and executing effective team building exercises and then practice some of those exercises.

Robert J. Philpot Jr. PhD, PA-C
South University


177 (W)

Using Team Based Learning to Transform the Classroom Experience


Team Based Learning (TBL) is a well-defined instructional strategy used in business and science courses. TBL brings together theoretically-based and empirically-grounded strategies for ensuring the effectiveness of small learning teams working independently in classes with high student-faculty ratios (e.g. up to 200:1) without losing the benefits of faculty-led small learning teams with lower ratios (e.g. 7:1). This workshop will emphasize the basic principles of Team Based Learning and allow participants to experience this exciting classroom strategy.

Janet F. Piskurich, PhD
Sanja Plavsic Kupesic,PhD
Tanis Hogg,PhD
David J. Steele,PhD
Paul L. Foster
School of Medicine
Texas Tech Health Sciences Center


203 (P)

Building an Effective Team of Basic Science and Clinician Medical Educators


Designing a new and highly integrated clinical presentation-based curriculum requires effective teamwork by both basic scientists and clinicians. The ability to adapt to form interdisciplinary medical education teams is an important goal difficult enough to attain without the constant addition of new team members as faculty are recruited. This is the initial report in an ongoing study of teamwork between basic science and clinician medical educators in the environment of an emerging medical school curriculum.

Margaret A. Plymale, M.S.N., R.N.
Michael B. Donnelly, Ph.D.
Joseph A. Iocono, M.D.
Andrew R. Pulito, M.D.
University of Kentucky
College of Medicine, Lexington, KY


217 (O)

Does a Pre-Test Predict to Final Performance in a Surgery Clerkship?


The purposes of this study were to determine surgery clerkship students? incoming knowledge of basic surgical principles and knowledge gain during the clerkship. A pre-test was given to 95 students with 9 of the items also covered on the final examination. The students? average pre-rotation score was better than chance but lower than a score reflecting minimal competency. Student performance on the 9 matched items was significantly better on the final exam than on the pre-test for each of the 6 student rotations.

Coleman Pratt, MD; Sarat Raman, MD ? Tulane University School of Medicine


270 (G)

Using the Team Model to Improve Health Outcomes in a Community Health Center


Offering patients timely access to providers and looking at patient care in population based manner rather than as collection of individual patient encounters are two ways to improve healthcare outcomes. Community health centers have specific needs that require the use of the team approach to health care. By using innovative solutions and systems to deal with patients needs, improved health outcomes can be achieved in a surprisingly effective manner, even when dealing with vulnerable and underserved populations. The session will be comprised of a discussion of specific theories and strategies centering on the above mentioned goals with time reserved for a focused discussion and a question and answer period.

Susan Pross, PhD
Stephen Charles, MS
Alicia Monroe , MD
USF College of Medicine


208 (P)

Reflections on the First Year of an Elective Scholarly Concentration Program - Student and Faculty Response to a Creative Initiative.


Our Scholarly Concentration (SC) program has been successful in engaging an energized and diverse group of students and faculty. Challenges include creating and supporting additional SC topics and integrating parts of SC program into the curriculum. Future goals include developing formal assessment tools to clarify the program's impact on attracting applicants to the medical school as well as to analyze the extent of "added value" of the program to the overall medical education experience.

Susan Pross, PhD
Stephen Charles, MS
Alicia Monroe , MD
USF College of Medicine


218 (G)

Techniques for Integration in Course-Based Curricula


A major trend in preclinical education is the integration of basic science material among disciplines. Where discipline specific courses exist, ?integration? may just be ?coordination.? Topics in different courses are put close to each other without any critical review of their content. Methods that achieve a surprising level of true integration among independent, discipline-based courses will be presented, followed by a group discussion of strategies used at other institutions to promote integration among independent courses.

Richard Rathe, MD
University of Florida
College of Medicine


246 (D)

People - Tasks - Meetings (PTM): A New Approach for Leading Multi-Disciplinary Teams


A new methodology for organizing collaborative work.A review of PTM activity for our area from June 2007 to November 2008.The system tracked over 500 tasks and 100 meetings. Problems occured when individuals failed to check-off completed items. Another impact was capturing smaller tasks that would have been lost. The system improved our annual performance reviews.PTM is an effective way to organize collaborative work and augment the leadership of project teams.

Iolanda Russo-Menna, MD,DABA, MEd
Virginia Commonwealth University School of Medicine


231 (P)

An exploratory study:? How resident ABA/ASA test scores correlate withclinical performance evaluations during anesthesia training?


This pilot study examined the relationship between annual *ABA/ASA Exam Subscores (ES) for anesthesiology residents in each of three years of clinical training to determine how they were related to clinical performance ratings on the Total Clinical Performance Evaluation ( TCPE ). Negative correlations between exam scores and the TCPE suggest caution in relying on *ABA/ASA scores as a meaningful measure for performance-related decisions during training. Limitations include small sample size(n=54) in a single institution.

Dawn Schocken, M.P.H., Ph.D.
University of South Florida College of Medicine


194 (O)

The Hybrid Combination of High-Fidelity Simulation and Standardized Patients (SPs) in Advanced Cardiac Life Support (ACLS) Task Training


Third Year Medical Students at USF College of Medicine are required to participate in ACLS training in their Introduction to Clerkship Course which runs between Year Two and Year Three.? Each student participates in the program as an introduction to their clinical year.? The ACLS program is part of their core competencies that are mastered during year three.

Jack Scott, EdD
Louisiana State University
School of Medicine, New Orleans
Franklin J. Medio, PhD
Medical University of South Carolina
  200 (O)

Clerkship Student? Perceptions of House officer Teaching Role Ability


Residents are assuming greater responsibility for teaching students in didactic, out-patient/ambulatory clinic, and bedside settings. They are important student teachers and often serve as primary supervisors. Our review of the pertinent literature sheds light on resident teaching effectiveness and offers guidance along with our extensive experience for a practical resident teaching skills program model. Participants in this session will address appropriate leadership factors necessary in creating and sustaining effective teaching skills for their residency program.

Jack Scott, EdD
Louisiana State University 
School of Medicine New Orleans
Franklin J. Medio, PhD
Medical University of South Carolina
  202 (G)

Creating an Effective Residents-as-Teachers Model for GME


Residents are assuming greater responsibility for teaching students in didactic, out-patient/ambulatory clinic, and bedside settings. They are important student teachers and often serve as primary supervisors. Our review of the pertinent literature sheds light on resident teaching effectiveness and offers guidance along with our extensive experience for a practical resident teaching skills program model. Participants in this session will address appropriate leadership factors necessary in creating and sustaining effective teaching skills for their residency program.

Nancy Searle, EdD
Elizabeth Nelson, MD
Baylor College of Medicine
Rhee Fincher, MD
Chris White, MD
Medical College of Georgia
  238 (G)

How can we help medical faculty succeed as educators and reap the reward of academic promotion?


Those faculty involved in the medical education mission of an institution often spend much of their time in educational activities, yet, when it comes to advancement, these efforts count little or none at all towards promotion and tenure. This small group discussion will brainstorm about ways to encourage promotion and tenure committees to embrace new ideas concerning educational scholarship and the advancement of educators through the recognition of medical education as a viable career track.

Nancy Searle, Ed.D
Baylor College of Medicine
  239 (O)

The Growth of Academies of Excellence: A Survey of U. S. Medical Schools


An on-line survey of 127 (RR:96%) U. S. medical schools concerning the prevalence and practices of Academies of Educators revealed that 36 medical schools reported having Academies; 21 schools have initiated Academies since 2003, and 33 schools are planning or considering Academies. We found a statistically significant difference between: criterion- verses norm-referenced selection process and benefits to individuals; year established and lifetime membership and types of faculty members; self-nomination and required submission materials.

Jason Slagle, PhD
Matthew B. Weinger, MD
Arna Banerjee, MD
Anne Miller, PhD
Ray Booker
Dan France, PhD
Vanderbilt University
School of Medicine
  255 (O)

Teamwork Day ? A Novel Daylong Simulation-Based Learning Experience for New Medical Students


A highly experiential daylong course was created to introduce entering medical students to basic teamwork principles of. Over two years, 209 students participated in small groups in six teamwork exercises with faculty debriefing but no formal didactics. After the 2008 course, students felt they were able to identify ?essential teamwork behaviors? (5.7+/1.6 (mean+/SD) out of 7), exhibit "collaboration and teamwork skills" (6.0+/1.7), and be "more effective team members" (6.0?1.7). Standardized patient interactions were highly valued.

Terry D. Stratton
University of Kentucky
College of Medicine
James S. Zoller
Medical University of South Carolina;
Carol L. Elam, EdD
University of Kentucky
College of Medicine
John H.V. Gilbert
University of British Columbia
Amy V. Blue
Medical University of South Carolina
  226 (O)

Inter-Professional Education in U.S. Medical Schools: A Comprehensive Survey


With health care delivery rapidly evolving to entail the coordination of myriad systems, resources, and providers, training health professionals capable of working together to provide increasingly complex care has emerged as an educational priority. As defined by the Center for the Advancement of Interprofessional Education (CAIPE), interprofessional education (IPE) is ?occasions when two or more professions learn with, from and about each other to improve collaboration and quality of care.? Despite this increased interest, little data exist regarding the types of IPE offerings involving medical students and those from companion health professions. This study, then, examines the current prevalence, types, and general approaches to IPE among U.S. allopathic medical programs.

Karen Szauter
Michael Ainsworth
University of Texas Medical Branch, Galveston, TX
  248 (O)

Impact of a Revisit Option on Student Performance in a Clinical Skills Assessment


Standardized Patient-based examinations are a well accepted method for assessing medical students? clinical skills. However, learners often comment that the logistical restrictions (time limits, inability to re-enter a patient room) add artificiality to encounters and limit their opportunity to truly demonstrate their abilities. Building on work by Blatt and colleagues, we added a 3 minute revisit option to our senior medical student clinical skills assessment (CSA). This study was undertaken to address several questions about an optional revisit (1) will students use the extra time, and if so, what will occur? (2) does engaging in the revisit impact their documentation? (3) does it impact faculty opinion of student skills? (4) do students perceive this as a valuable addition to the CSA?

Karen Szauter,MD
Michael Ainsworth,MD
Steven Lieberman,MD
Judith Rowen,MD
Ann Frye,PhD
Gregory Asimakis,PhD
Patricia Beach,MD
The University of Texas Medical Branch, Galveston, TX
  222 (P)

When Disaster Strikes: Learning from the Past- Sharing for the Future


The challenges faced by the medical schools in New Orleans following hurricane Katrina provided important lessons to the healthcare education community. Practical application of these lessons was critical in maintaining the program infrastructure at the University of Texas Medical Branch following devastation from hurricane Ike in September 2008. We present response to the disaster in three phases: preparation, immediate and long term recovery.

Richard C. Vari, PhD
Virginia Tech Carilion School of Medicine
  272 (G)

Interperfessonlism as a Foundational Principle


The Virginia Tech Carilion School of Medicine is developing an innovative medical curriculum that emphasizes Interprofessionalism. Medical, nursing, physician assistant and other allied health students will work together early in their health sciences education to develop interpersonal relationships, team-building skills, understanding of the roles and responsibilities healthcare team members, and community service learning projects. This program could greatly impact the approach to Interprofessional Healthcare Education and Practice for other medical schools in the future.

Sandor Vigh, MD
Raymond King, PhD
Joanna Kee
Abhi Freyer
Alexander Martin,PhD
Ross University School of Medicine
  257 (D)

More Than Just Teaching Anatomy -- Transforming a Classical Anatomy Lab to a State-of-the-Art Teaching and Learning Facility


The following model supports the development of an integrated curriculum. Data is collected to assess the system.1. Spatial rearrangement: Pod system2. Infrastructure remodeling3. Software4. Active learning support in multiple courses including anatomy and neuroscience through video recording, suture clinics, practicals, and TA sessions. This model has been successfully implemented to meet the needs of an integrated curriculum. Preliminary data supports this as superior to the classical model.

Emery A. Wilson, M.D
Carol Elam, Ed.D.
University of Kentucky
College of Medicine
Henry Weil, M.D.
Albany Medical College
  195 (G)

Medical School Expansion into Rural Communities: Using LCME Standards to Initiate Strategic Planning and Inform Choice of Curricular Models


The session looks at critical factors to be anticipated while planning the operational activities of regional medical school campuses (governance, financing, facilities, faculty, patients, admissions, and student services). And, in keeping with accreditation guidelines, this session reviews the standards of the Liaison Committee on Medical Education (LCME) for regional programs to assure comparability of educational experiences with those of the sponsoring medical school. Three different curriculum models will be presented and discussed.

Whitney Wiltshire, PhD
University of Mississippi Medical Center
Mari-Wells Hedgpeth, MEd
University of North Carolina
James M Shumway, PhD
West Virginia University
School of Medicine
Terri Cameron, MA
  237 (G)

Monitoring and Tracking Curricula for Curriculum Review, Horizontal and Vertical Integration, Benchmarking, and LCME Review


Schools have many options for meeting LCME requirements related to curriculum oversight and review, and this session will demonstrate the options three schools chose, the reasoning for the choices, the advantages and disadvantages, and how CurrMIT, AAMC?s Curriculum Management and Information Tool, has been used to complement and enhance their existing curriculum tracking methods. Following brief overviews by each of the presenters, participants will be asked to share their issues related to curriculum tracking and oversight, and assist in the development of a set of best practices for curriculum management.

Charles R. Woods,MD, MS
Michelle D. Stevenson,MD
Michael J. Smith,MD
Elizabeth M. Smigielski, MSLS
Amy L. Holthouser,MD
Kimberly A. Boland, MD
University of Louisville
School of Medicine
  251 (P)

Integrating an Evidence-Based Medicine Curriculum into Pediatrics Residency


Integrating teaching of evidence-based medicine and quality improvement methodologies in pediatric residency programs remains a challenge. We have developed a strategy that includes a repeating annual curriculum, incorporation of article appraisals on a weekly basis in morning report, and linkage of the scholarly activities requirement to this curriculum. Computer laboratory experience for practicing literature searches is provided as part of several noon sessions. Assessments of confidence and knowledge in curriculum content areas are conducted annually.


Tulane University, New Orleans, LA 70118 504-865-5000