Introduction Delirium is an underrecognized medical emergency that commonly affects hospitalized older adults. Medical trainees need to be able to diagnose delirium as a core geriatrics competency. We created an objective structured clinical examination (OSCE) with a standardized patient case, pilot tested with medical students, then implemented with internal medicine residents and family medicine residents. Methods This 30-minute OSCE features an older adult who has been hospitalized for overnight observation after a procedure and develops confusion and inattention consistent with delirium. The learner interacts with the patient and bedside nurse to develop an assessment and plan. We prepared training guides for standardized patients and faculty evaluators to ensure standardization. Learners and faculty evaluated the OSCE. Results The OSCE results in the pilot group of 6 students demonstrated opportunities to integrate geriatrics content through a longitudinal curriculum. The OSCE was subsequently used among 46 internal medicine and family medicine residents. No students and only 28% of residents assessed attention; half of the students and 30% of residents also failed to assess baseline mental status. Learners had variable managerial strategies, with some mastering nonpharmacologic strategies and others relying on chemical restraints. These results informed the programs’ teaching strategies. The tool was adapted for a variety of settings, formal and informal, to the satisfaction of both learners and faculty evaluators. Discussion The delirium OSCE is a promising tool to conduct formative assessment of learner competencies in geriatric medicine, and to prepare trainee participants to deliver age-friendly care for older adults.
Introduction Escape rooms are a popular form of entertainment in which participants collaborate to solve puzzles to achieve a goal, often “escaping” a scenario. In educational settings, escape rooms are grounded in theories of gamification and experiential learning, with evidence supporting knowledge acquisition and learner satisfaction in health professions education. Despite increasing use in medical education, escape rooms remain underutilized in undergraduate obstetrics and gynecology (OB/GYN) training. Hypertension in pregnancy and eclampsia are critical components of undergraduate medical education and good subjects with which to use this immersive educational experience. Methods Third-year medical students on the OB/GYN clerkship participated in a 60-minute lecture-based didactic, followed by an eclampsia-themed escape room of approximately 20 minutes. Learning objectives were reviewed before both activities. The escape room scenario involved a labor and delivery patient who acutely “does not feel well.” Students were oriented to expectations and ground rules before working through a series of puzzles leading to a final passphrase. A structured debrief followed, during which each puzzle was reviewed and explicitly mapped to the learning objectives. Results Fifty-eight medical students participated in the escape room, and 15 students (25.9%) completed the postactivity survey. All respondents reported being satisfied or very satisfied with the escape room as part of their educational experience. All participants indicated that the activity added value or significant value and that learning objectives were met. Discussion This escape room represents a novel educational strategy for OB/GYN clerkship students and demonstrates perceived educational value and achievement of learning objectives.
Introduction:Sports psychiatry is a growing subspecialty focusing on the psychiatric care of athletes. However, efforts to increase sports psychiatry training in residency are lacking. Methods:A 120-minute introductory curriculum for the Brigham and Women's Hospital/Harvard Medical School Psychiatry Residency Program was developed and tested for feasibility. Kern's curriculum design and a literature review on sports psychiatry topics, including a review of the International Society for Sports Psychiatry curriculum for trainees, guided development. Pre- and postassessments were used to assess acceptability and impact on resident learners. Residents provided qualitative feedback on how to improve the curriculum. Results:Thirty-five of 56 residents received the training. Eighteen of 35 residents (51.4%) completed the surveys. Residents had minimal baseline knowledge in sports psychiatry, and this introduction enhanced their objective knowledge scores (mean 0.67 vs 0.93; mean difference = 0.26, 95% CI, 0.16-0.43; P < .001; Cohen d = 1.56), subjective confidence (mean 1.56 vs 3.22; mean difference = 1.65, 95% CI, 1.31-2.00; P < .001; Cohen d = 3.13), and subjective knowledge (mean 1.67 vs 3.40; mean difference = 1.73, 95% CI, 1.42-2.05; P < .001; Cohen d = 3.22). Residents' qualitative feedback suggested allocating more time and a broader scope for curriculum improvement. Discussion:Implementing an introductory sports psychiatry curriculum in psychiatric training is feasible and enhances residents' knowledge and confidence in sports psychiatry topics. More work is needed to explore the best ways of increasing opportunities for sports psychiatry training in graduate medical education programs.
Introduction Medical students are rarely given structured opportunities to explore how persons with disabilities (PwD) experience subtle discrimination, especially in clinical or academic settings. Despite the inclusion of disability-related competencies in medical school curriculum, microaggressions remain insufficiently addressed. This activity sought to create a reflective, immersive learning space to sensitize first-year medical students to microaggressions against PwD through a 2-day cinemeducation-based intervention. Methods One hundred fifty first-year medical students participated in two 3-hour faculty-facilitated small-group activities using curated film clips aligned with 12 identified themes of microaggressions against PwD. Each session combined film viewing, self-reflection, and structured group dialogues. Students maintained personal diaries for 6 months, which are long-term reflective documentation tools, to document their awareness, responses, and behavioral changes. Mixed-methods evaluation included pre-/posttests, confidence rating scales, session feedback, and semistructured interviews. Results Learners demonstrated improvement in recognizing microaggressions, articulating inclusive responses, and confidence as an upstander (P < .0001), suggesting early gains in awareness and response. Thematic analysis revealed learners’ increased self-awareness, empathy, and willingness to act as upstanders. Students reported shifts in language use, peer education efforts, and personal growth. The diaries served as a sustained reflective tool that reinforced students’ commitments to inclusive practice. Discussion This activity effectively bridged affective and cognitive learning. Moving beyond lecture-based instruction invited students to engage with the lived experiences of disability in a humanized and emotionally resonant manner. Cinemeducation, when embedded within a longitudinal reflective framework, holds transformative potential to promote disability inclusion and ethical awareness in medical education.
Introduction This simulation-based curriculum aimed to improve emergency medicine residents’ confidence and knowledge in applying palliative care principles in end-of-life scenarios in the emergency department. Methods Residents participated in 4 simulation cases: (1) an elderly patient on hospice presenting with altered mental status, whose surrogate requests full intervention despite physician orders for life-sustaining treatment (POLST) indicating do not resuscitate/do not intubate and comfort-focused goals; (2) a patient with advanced dementia and hypotension, with a 2-year-old POLST indicating “Full Code,” requiring reassessment of goals of care; (3) a 3-year-old in cardiac arrest after drowning with no return of spontaneous circulation; and (4) a previously healthy 12-month-old found apneic and cyanotic with persistent arrest despite prolonged resuscitation. All cases and debriefs were performed in succession and completed in 1 hour. Critical actions included leading goals-of-care discussions, interpreting advance directives, transitioning to comfort measures, and delivering death notifications. Learning objectives focused on communication skills, symptom management, and ethical and legal considerations. Learners completed pre- and postsession surveys evaluating prior experience, self-reported confidence, and knowledge of palliative principles. Results Thirty-one residents completed both surveys. Ninety percent reported feeling more prepared to lead end-of-life discussions. Knowledge scores increased from 72.9% to 79.4%. Qualitative feedback emphasized practicing difficult conversations, clear communication at the time of death, and a desire for further training in comfort-focused care and legal frameworks. Discussion Simulation-based end-of-life education represents an effective method for preparing emergency medicine residents for complex palliative decision-making. Findings support curricular integration.
Introduction:Menopause education is often neglected in resident curriculum. A 2017 survey of OB/GYN, family medicine, and internal medicine residents revealed that over 90% of participants considered training in menopause management important, but only 6.8% felt prepared to provide it. We aimed to fill this gap using standardized patient encounters. Methods:This 2- to 3-hour educational experience was offered at the Inova Center for Advanced Medical Simulation. OB/GYN, family medicine, and internal medicine residents of all PGY levels were eligible. An experienced obstetrician-gynecologist led a didactic session addressing menopausal concerns and management followed by resident engagement with 3 standardized patient encounters. Pre- and postdifferences in knowledge and confidence were compared, as well as performance scores. Statistical methods included a comparison of means using a paired t test at a 5% significance level and a 95% CI. Analysis of variance was used to compare differences among specialties. Results:Participants included 13 OB/GYN, 13 family medicine, and 8 internal medicine residents. Mean differences in pre- and postknowledge tests revealed a mean improvement of 1.5 out of 6 points (95% CI, 1.07-1.93; P < .0001) with no significant differences in improvement among specialties. Confidence scores significantly improved across all groups. Discussion:Following this didactic and simulation session, residents' knowledge and confidence regarding menopause management improved. Simulation is a valuable tool for supplementing resident learning, particularly for topics not often encountered in resident clinics. This educational experience highlights the utility of interdisciplinary teaching in resident education.
Introduction:In recent years, the Association of Pediatric Program Directors and American College of Graduate Medical Education surveys have highlighted challenges in pediatric residency, including burnout and suboptimal faculty-trainee relationships. Coaching has emerged as a promising strategy to support learner-centered professional development, but most medical faculty lack formal training in coaching. We developed a faculty coaching retreat to train a select set of faculty members who would then participate in a longitudinal pediatric residency coaching program. Methods:The retreat consisted of a 1-day (7.5-hour) training event including introductions to program structure, a keynote presentation on coaching mindset, and interactive small-group role-plays. We collected qualitative and quantitative data from faculty coaches before and after the retreat, measuring their ability to differentiate coaching versus advising interactions and to describe attributes of an effective coach. Quantitative data were compared using a Wilcoxon rank-sum test, and qualitative data were organized into themes. Results:Eighteen faculty coaches participated in the coaching retreat. Faculty demonstrated improvements in their ability to distinguish between coaching and advising, with a median score of 90% (interquartile range 70-92.5) to 100% (interquartile range 90-100) (P = .003) on the knowledge assessment. Comparing pre- to postretreat qualitative data, new themes emerged, including curiosity and a resident-driven approach, both key concepts emphasized during the retreat. Discussion:This faculty coaching retreat increased participants' knowledge and understanding about what it means to be an effective pediatric residency coach, effectively setting the stage for initiation of a longitudinal residency coaching program.
Introduction Type 2 diabetes (T2D) is a major health concern for Hispanic populations in the United States. Hispanic patients experience a higher prevalence of T2D and more severe outcomes than non-Hispanic White populations, driven largely by systemic and structural factors such as limited access to care, insurance coverage gaps, language barriers, and social determinants of health. Access to culturally responsive and humility-based health care approaches remains limited, hindering patient-centered care. Methods Using the 6-step Kern model, we designed, implemented, and evaluated a 60-minute interactive workshop to educate first- and second-year preclinical medical students about T2D in Hispanic patients. The workshop included a presentation, case-based discussions, a large-group debriefing, and pre- and postsession evaluations. Statistical analysis assessed changes in participant knowledge and confidence. Results Following an initial virtual pilot session, the revised curriculum was delivered in person. Medical students completed pre- and postsession evaluations. The Mann-Whitney U test demonstrated significant increases in confidence across all learning objectives (P < .01). Knowledge scores also improved from pre- to postsession evaluations. Overall, 91% of participants rated the workshop as good or excellent. Feedback highlighted the value of content and structure, with suggestions to expand case discussions and introduce more varied activities. Discussion The workshop effectively demonstrated an increase in medical student awareness of preventing and managing T2D among Hispanic patients. It emphasized cultural humility and provided a framework for exploring complex social, cultural, and structural factors. This workshop can be adapted for prehealth students, residents, or practicing physicians working with Hispanic patients.
Introduction:Artificial intelligence tools have rapidly become integrated in health care settings and are quickly affecting medical student education. However, there remains limited formal teaching on such tools in student curricula. This project sought to introduce preclerkship medical students to the basics of large language models and allow them to practice ways to best use these tools to supplement their learning. Methods:The authors designed, implemented, and evaluated a 60-minute lecture and 100-minute workshop for second-year medical students. The workshop included interactive cases covering various aspects of artificial intelligence use, and some groups were led entirely by student leaders, allowing for peer teaching. Results:One hundred sixty-eight students from Harvard Medical School and Harvard School of Dental Medicine were enrolled in this session. Anonymous pre- and postsession surveys (N = 124 and N = 62, respectively) were collected and compared via unpaired t test assuming unequal variance and showed statistically significant increase in the mean ratings of six 5-point Likert scale questions assessing artificial intelligence-related knowledge/self-efficacy (P < .01) and mixed changes to 5 questions relating to attitudes/behavioral intent. Discussion:Our artificial intelligence and large language model session provides a framework for teaching medical students, early in their educational journey, the basics of these tools. Our session provides interactive exercises to illustrate how best to leverage such tools while also discussing their potential risks. Such education will be important to incorporate into medical student curricula as artificial intelligence technologies grow increasingly common.
Introduction:Medical child abuse is an underrecognized and undertaught condition with potentially fatal consequences. Clinicians must learn to recognize and manage harmful overmedicalization of children. Methods:We developed a 2-part interactive workshop on medical child abuse for pediatric clinicians. We evaluated part 1, an interactive high-yield lecture, using a pre- and postmodule assessment of self-rated confidence and knowledge in 1 resident conference and 3 multidisciplinary grand rounds settings across 2 institutions. We evaluated part 2, a popcorn-style role-play, with an additional postmodule confidence assessment at 2 resident conferences. We excluded duplicate participants. Part 1 duration was 45 minutes and part 2 was 60 minutes. We summarized results using descriptive statistics and analyzed paired data using paired t tests for knowledge (mean ± SD), and Wilcoxon signed-rank tests for confidence (median and interquartile range [IQR]). Results:A total of 203 and 36 unique participants participated in part 1 and part 2, respectively. Participant confidence in recognizing and managing medical child abuse increased from a median of 5 (IQR 4-6; n = 124) to 7 (IQR 6-8) after part 1 (P < .001). Among participants completing part 2 (n = 20), confidence increased further to 8 (IQR 8-9; P <.001). Knowledge scores increased from 66% (SD = 29%) premodule to 88% (SD = 20%) postmodule (n = 119; P < .001). Discussion:This interactive 2-part workshop was adaptable across clinical audiences and settings and improved confidence and knowledge in recognition and management of medical child abuse.
Introduction Intimate partner violence (IPV) is a cyclical pattern of behavior that can cause physical, psychological, and/or sexual harm with significant risks, including posttraumatic stress disorder. The primary aim of IPV is to establish or maintain power over the partner. While many organizations recommend screening for IPV, there is limited exposure to IPV in medical school curricula. This critical gap represents opportunity for further education. Thus, an interactive module on IPV was created for medical students on their psychiatry clerkship to teach skills in assessment, treatment planning, and resources. This study evaluates the module's effectiveness and medical students’ readiness in addressing IPV in clinical settings. Methods The module provides a structured overview of IPV, including epidemiology, barriers to seeking help, and screening approaches. It incorporates video-based clinical scenarios, allowing learners to observe and practice how to recognize and respond to IPV in real-world settings. Pre- and postmodule surveys were administered to assess changes in knowledge, confidence, and preparedness in addressing IPV. Individual item scores were summed within each domain, and pre- and postmodule total scores were compared using paired t tests. Results Data were collected from 122 third-year medical students. Students showed statistically significant improvements in knowledge and reported higher confidence and preparedness (P < .001) after completing the module. More students correctly identified risk factors, felt adequately trained, and were more comfortable discussing IPV. Discussion The IPV module improved students’ knowledge, confidence, and preparedness in addressing IPV. Future studies should assess long-term retention and its impact on clinical practice.
Introduction Gender-diverse patients frequently encounter health care discrimination, contributing to delayed care and worse outcomes. Simulation offers a safe environment to integrate trauma-informed, gender-affirming care into high-acuity training. We developed a 1-hour simulation for pediatric emergency medicine (PEM) fellows combining management of toxic shock with affirming communication and trauma-informed practices. Methods The case features a 13-year-old nonbinary patient presenting with abdominal pain, ultimately diagnosed with toxic shock from a retained tampon. A high-fidelity mannequin capable of intubation and genitourinary exams was used, with a standardized actor voicing the patient. Learners diagnosed and managed toxic shock including progression to decompensated shock requiring intraosseous access and endotracheal intubation. Performance was assessed using a 10-item critical actions checklist. Learners completed a postsimulation survey assessing confidence in providing gender-affirming care, use of trauma-informed communication, and perceived case effectiveness. The simulation was piloted with PEM fellows and is adaptable to pediatric or emergency medicine residents, attendings, and interprofessional teams. Results Ten PEM fellows piloted the case. Across 2 sessions, learners completed 9/10 critical actions, with consistent omission of asking pronouns until prompted. All participants correctly diagnosed and managed toxic shock, with surveys indicating increased confidence in providing affirming, trauma-informed care. Seventy percent rated the case very effective and 30% rated it extremely effective in preparing participants to interact with patients using trauma-informed care principles. Discussion This case demonstrates how high-stakes resuscitation training can incorporate equity-focused communication objectives. We offer a complete, educator-facing resource with case materials, script, debriefing guidance, and assessment tools to support adoption.
Introduction:Fasting during Ramadan is an important religious obligation for Muslims, yet many health care providers are unaware of what it entails. Consequently, patients with chronic diseases often rely on community advice to manage their conditions while fasting. This has contributed to increased hospitalizations, primary care visits, and emergency department utilization during Ramadan. This workshop was created to address knowledge gaps and support providers in counseling patients on disease management while fasting. Methods:This 1-hour workshop outlined the significance of fasting during Ramadan and common medical conditions affected by fasting, and introduced a framework for tailoring medical advice to fasting patients. Pre- and postworkshop surveys were administered to graduate-level medical professionals to assess changes in participants' knowledge and comfort in addressing Ramadan-specific care. Results:Fifty-four matched pre- and postworkshop survey responses were collected from participants, including medical students, residents, attending physicians, nurses, and other health care professionals. McNemar's chi square test demonstrated significant increases in participants' knowledge of religious practices during Ramadan (P < .001), understanding of how these practices can impact health (P < .05), and comfort in offering adapted medical advice (P < .05). Discussion:Many participants were aware that fasting during Ramadan occurs; however, few recognized a need to modify medical recommendations. Following this workshop, participants reported a statistically significant greater preparedness to discuss disease management with fasting patients and offer culturally sensitive guidance. Supporting patients to pursue customs and traditions that are important to them can strengthen trust in the patient-provider relationship and improve care delivery.
Introduction:Variceal hemorrhage is a severe and often fatal consequence of portal hypertension from liver cirrhosis. Although endoscopic and radiographic interventions have largely replaced balloon tamponade, the Sengstaken-Blakemore tube (SBT) remains a critical salvage therapy. However, declining use has led to limited provider experience and familiarity with SBT placement and management. Methods:We implemented a hands-on, manikin-based simulation program for fellows and attendings from gastroenterology and critical care to improve provider familiarity with SBT placement and management. Standardized SBT kits were developed and distributed across all sites. Annual simulation sessions included presession didactics, live demonstrations, and small-group hands-on practice. Pre- and postsession surveys assessed self-reported confidence in SBT placement, management, and removal using a 5-point Likert scale. A Wilcoxon signed-rank test analyzed changes in confidence. Results:Fifty-four participants participated in 2023. Prior to training, only 20% of participants reported having received any formal instruction on SBT placement or management and 39% had never placed an SBT in a real-life scenario. Confidence in SBT placement (mean 3.00-4.30), management (1.78-4.31), and removal (2.17-4.43) significantly increased after the simulation. Discussion:This simulation-based intervention was associated with improved self-reported confidence in SBT placement, management, and removal for a high-acuity, low-frequency procedure. Given interest, emergency medicine, surgery, and internal medicine were included in subsequent years. Our results underscore the importance of structured training in bridging knowledge and skill gaps across gastroenterology and critical care disciplines. Future work should assess long-term retention and explore curriculum integration.
Introduction:Tracheostomy false passage and carotid blowouts are rare otolaryngologic emergencies that require rapid identification and multidisciplinary management. This multidisciplinary simulation curriculum was designed to improve technical and nontechnical skills of otolaryngology nursing and medical teams. Methods:Multidisciplinary teams comprising nurses, medical students, and otolaryngology residents participated in 2 simulation scenarios featuring a high-fidelity mannequin, 3D-printed anterior neck, and standard airway equipment. Both cases involved a postoperative male patient (aged 50-60 years) following complex ablation and reconstruction for head and neck cancer. Scenarios simulated a carotid blowout and tracheostomy false passage (positioning outside of tracheal lumen). Participants completed pre- and postsimulation surveys, assessing self-perceived technical and nontechnical skills. Paired t tests were used to compare mean changes. Results:A total of 62 participants completed the simulation, the majority of whom were nurses (82%), along with medical students and otolaryngology residents, reflecting a multidisciplinary learner group. Mean nontechnical self-efficacy scores (assessing situational awareness, decision-making, communication/teamwork, and leadership) increased by 0.3 points on a 4-point scale postsimulation (P < .001). Technical self-efficacy increased by 0.5 points on a 5-point scale postsimulation (P < .001). Participants most cited improved teamwork (n = 23, 37%) and exposure to rare clinical scenarios (n = 19, 31%) as key benefits. Discussion:Carotid blowout and tracheostomy false passage simulations offer valuable exposure and practice in managing rare otolaryngology emergencies. Team-based interprofessional simulation improves technical and nontechnical self-efficacy and was positively received by participants.
Introduction As artificial intelligence (AI) is integrated into health care, it is critical for physicians to understand the ethical foundations of its use in medicine so that they can provide just care to patients and use AI technology to effectively support clinical care. This novel ethics session was designed to provide students with the opportunity to discuss ethical principles related to the use of AI in medicine. Methods We designed a case-based small-group session for preclerkship medical students as part of their required bioethics course. Interdisciplinary bioethics faculty facilitated this session. After the session, participants completed a retrospective pre-post survey with questions on a 5-point Likert scale and open-ended questions. Results One hundred seventy students attended the session, and 94 completed the survey (response rate 55%). Students reported a stronger understanding of the ethical issues surrounding AI use in medicine following the session. Content analysis of narrative responses showed that students valued the opportunity to discuss AI ethics with peers and facilitators. Discussion Students valued this innovative session and recommended it be repeated in future years. Data from this session demonstrate a self-reported improvement in understanding of core bioethics concepts related to AI use in medicine. This case-based small-group session offers a timely and effective approach for integrating core domains of AI ethics—bias and inequity, data privacy and patient autonomy, and potential harms of AI—into the undergraduate medical school education curriculum, providing students with a foundational understanding as they prepare to use AI throughout their careers.
Introduction Effective leadership during emergency resuscitations is a core competency for emergency medicine physicians and is associated with improved patient outcomes. Despite its importance, formal training is often limited and informal. A needs assessment at our emergency medicine residency revealed gaps in leadership performance, particularly in communication and role delineation, motivating development of a structured curriculum. Methods We developed a low-cost, active-learning curriculum for emergency medicine residents across all PGYs using Kern's 6-step framework. Educational objectives focused on resuscitation guidelines, role delineation, and team and situational management. The curriculum included 3 flipped-classroom sessions and 1 gamified review, incorporating case-based discussions and role-playing, delivered from July-December 2024. Impact was evaluated with pre- and postimplementation on-shift Leadership Behavior Description Questionnaire assessments and resident confidence surveys. Results Forty-two residents were eligible; 38 (244 assessments) and 33 (136 assessments) residents contributed pre- and postcurriculum bedside assessments, respectively. Leadership performance improved significantly across multiple objectives (P < .05), with PGY-1 learners demonstrating the largest gains. Survey responses (30 pre, 28 post) showed significantly increased confidence leading resuscitations across all PGY levels (P < .001). Residents valued the interactive and gamified components, highlighting enhanced engagement and exposure to varied leadership strategies. Discussion This low-cost, active-learning curriculum improved emergency medicine residents’ resuscitation leadership skills and confidence, particularly among junior learners. Early, structured exposure may foster durable leadership development and enhance team communication. Future work should evaluate the curriculum's longitudinal impact and optimal timing across varied training sites to further refine resuscitation leadership education.
Introduction Health care professionals experience grief reactions as part of their work, yet education in processing these experiences is limited. Learners are particularly vulnerable, as they are known to experience strong emotional reactions and often lack tools or space to process difficult experiences. To address this gap, we developed a novel workshop introducing a structured approach to help educators support learners experiencing grief. Methods We conducted a 1-hour virtual workshop at 2 pediatric institutions for interprofessional health professions educators. Facilitators introduced the Turn Inward, Explore, Acknowledge, Resources, and Support (TEARS) framework, offering strategies for educators supporting learner grief. We assessed participant comfort with the framework using Likert scales, anticipated behavior change, and framework utilization at 3 months using anonymous post- and longitudinal follow-up surveys. Results A total of 121 educators participated. Postsession, 80% of respondents committed to changing their teaching practices, and 64% felt more confident supporting grieving learners. At 3-month follow-up, 86% reported using at least 1 TEARS component, most commonly “turning inward” and “acknowledging.” Time constraints and lack of applicable incidents were the most cited barriers. Discussion Health care professional grief is unique, is underdiscussed, and presents a critical educational opportunity to help learners develop skills for grief processing, which may ultimately promote professional sustainability. Findings from implementing this novel workshop suggest increased comfort, increased intentions to change behavior, and more frequent application of the TEARS framework. Expanding this work to additional contexts and assessing its impact on learners are key next steps in advancing health professions grief processing education.
Introduction While identifying and interacting with patients adversely impacted by social determinants of health (SDoH) and related barriers to care is essential in medical education, current educational models lack meaningful patient involvement and feedback. This project aims to implement an activity focused on barriers to care that incorporates and empowers representative standardized patients (SPs) to share their lived experiences with students. Methods Forty-five first- and second-year preclinical medical students participated in a 90-minute intervention including a lecture; a prebrief; a simulated clinical encounter with a patient who was nonadherent to treatment because of a financial, social, or cultural barrier; and a debrief. All SPs had personal experiences with barriers to care. This intervention was implemented in January and October of 2024 and evaluated via analysis of pre- and postencounter Likert surveys that were administered to students. Results In January, statistical analysis of pre- and postsurveys indicated a significant increase in participants’ reported ability to elicit a comprehensive history and enhance patient adherence (P < .05). After content revision, analysis of the October cohort demonstrated significant increases in reported ability to describe historical and systemic impacts, elicit a comprehensive history, enhance adherence, and understand own biases (P < .05). Discussion The Barriers to Care Encounter was effective in increasing student knowledge, skills, and attitudes on addressing SDoH in clinical practice while allowing medical students to engage with representative patient populations. Future directions include performing qualitative analyses of SP feedback and comparing impact of representative SP encounters to nonrepresentative SP encounters.
Introduction The literature presents reflection as a lasting and transformative component of learning. Faculty development efforts must intentionally address reflection as a content area to ensure effectiveness and continued improvement of teaching. Reflection engages professionals in learning from experience and addressing complex and novel problems through deep analysis. Although inclusion of reflections in health professions education has increased, there has been little attention to its utilization in faculty development. This 90-minute workshop focused on using visual prompts for reflection and was presented in 3 settings: an internal faculty development program and 2 professional meetings. Methods Participants included health professions educators at multiple career stages and clinician and faculty development educators from medical schools. The workshop introduced participants to 2 techniques using visual paths to reflection: (1) reflective reaction to images and (2) drawing a journey map depicting their professional development. Individual, pair, small-group, and general discussions promoted reflection and debriefing. Results Twenty-three out of 25 evaluations from participants and ratings and comments from 2 observers provided evaluation data. Participants expressed appreciation for the workshops directly to presenters. Twenty-two of 23 respondents (96%) answered all evaluation questions positively. Discussion This workshop extended reflective practice beyond written essays. Participants were engaged and quite positive about their experience. Generalizability may be limited, as all participants chose to attend and evaluations varied across settings. Future work should examine long-term impacts and possible adaptation to an online format.
