The Oath Still Matters, is a piece reflecting on the enduring relevance of the Hippocratic Oath, or equivalent, by way of personal anecdotes during medical training at Hennepin County Medical Center. Through the lens of patient care, the piece explores the ethical challenges faced by physicians when confronted with personal biases, systemic barriers, and societal judgments. The narrative underscores the vital role of compassion, professionalism, and impartiality in upholding the medical oath, particularly in the current era marked by political divisions and healthcare disparities. By drawing on examples of mentorship and real-world ethical dilemmas, the article emphasizes the unwavering responsibility of physicians to provide care to all, regardless of background or circumstance. Ultimately, the piece urges healthcare professionals to resist current government external pressures to stay true to a mission focused on healing the sick and suffering of all humanity.
Background Medical schools utilizing community-based medical education (CBME) models are responsible for providing students with learning environments that are respectful, intellectually stimulating, and professionally supportive across dozens, and sometimes hundreds, of clinical teaching sites in rural and urban communities. The University of Washington School of Medicine’s (UWSOM) CBME model is one of the oldest and largest, spanning across Washington, Wyoming, Alaska, Montana and Idaho. This descriptive study compared the treatment of students between rural and non-rural clerkship preceptors. Methods This study utilized Medical Student of Educator Evaluation (MSEE) data from 1,101 students who completed required clinical rotations in family medicine, pediatrics, internal medicine, surgery, psychiatry, and obstetrics/gynecology from 2019 to 2023. The analysis focused on two key evaluation questions regarding the clinical learning environment: Likert scale respect scores of preceptors and reports of negative behaviors by preceptors toward students. The results were compared between preceptors at rural and non-rural teaching sites. All evaluations were anonymized and aggregated to protect student identities. Results Across all clerkships, at both rural and non-rural sites, mean Likert respect scores were above 4.9 on a Likert Scale of 5. Similarly, less than 1% of students in both rural and non-rural sites reported negative behavior directed toward them. “Public embarrassment” was the most frequently reported negative behavior in both settings. Conclusion This study suggests that CBME-based medical schools can provide supportive learning environments across rural and non-rural teaching sites. However, the infrequent occurrence of negative preceptor behavior underscores the importance of continued monitoring and timely intervention to safeguard students.
Abstract The current critical shortage of primary care physicians (PCPs) in rural communities has been well documented. To respond to this shortage, the Federal Bureau of Healthcare Workforce has encouraged medical schools to recruit students from disadvantaged backgrounds to apply to medical schools and upon graduation to work in rural communities. This paper presents four programs the University of Washington School of Medicine (UWSOM) has implemented toward that end, with focus on the Ambassador program. Methods The UWSOM Office of Rural Programs offers a Health Careers Opportunity Program (HCOP). The HCOP summer programs recruit, train, and provide academic and social support to underrepresented students from rural and underserved areas. The students are thereby encouraged to enter medical school and eventually to practice in those communities. The Ambassador program recruited these students by e-mail with assistance from various health professional schools. Selection criteria were educational and/or economic disadvantage backgrounds and currently attending a health professional school. Results The UWSOM program’s pathways have engaged high school and undergraduate students in its summer preparation programs. For students in three of the four pathways (high school, undergraduate, and medical school), the initial numbers are small, but the trajectory demonstrates an encouraging trend. The HCOP Ambassador program has 50 students, most of whom are medical and physician assistant students. Ambassadors found the program helpful, especially regarding the interprofessional education and mentoring of high school and undergraduate students interested in becoming future PCPs. Conclusion Preliminary results show an encouraging trend in recruiting and retaining students willing to serve in rural and underserved communities. Our goal is to build upon this favorable trend by continuing recruitment and training of underrepresented students, learning from each cohort the changes needed to optimize future recruitment and training, and so create a healthcare workforce to serve these populations. Conflict Disclosure: No conflict of interest from all authors
Background: Surveys of college student attitudes and life plans conducted prior to the COVID-19 pandemic have been attributed to the “Generation Z” effect. Few scientifically valid studies have addressed these changes after the pandemic, though many opinion pieces have expressed medical educators perceive that almost everything has changed. This longitudinal study reports an annual measure of college students’ opinions during a medical school pathway program at a regional campus. The Treatment Options Opinion Survey (TOOS) included 5 medical and 6 social items and has been used each year since 2005. Methods: The TOOS was administered on the first and last days of the 3–4 week summer College Rural Scholar (CRS) program. The survey began with the prompt: “Indicate your opinion concerning the importance of understanding the following items in choosing the best treatment option for your patient.” Each of the 11 TOOS items used a 5-point response scale (1 = strongly disagree to 5 = strongly agree). The study included 87 pre-medical CRS participants from the 2016–2019 summers (pre-COVID, termed the “previous cohort”) and 2022–2025 (termed the “COVID-era cohort”). Distributions and means were calculated and analyzed using the Kruskal-Wallis one-way analysis of variance. Statistical significance was defined as p < .05. Results: The change after the program was largely in the expected direction, but there were no statistically significant differences in importance of traditional medical items, which were consistently ranked as high importance before and after the program in both student cohorts. Of the six social items, most showed a significant increase in measured importance after the program by both COVID- era (2022-2025) and previous (years 2016-2019) student cohorts with two exceptions. “Understanding how ready the patient is to make changes” was much more important to the COVID- era student cohort. In contrast, there was no statistical increase in this item’s importance for the previous cohort from pre- to post-program. Similarly, “understanding the health beliefs held by the patient” was rated significantly more important by the COVID-era student cohort, with no significant change observed in the earlier group. COVID Conclusion: Medical educators have recognized that almost nothing is the same since the 2020 pandemic. The fundamental aspects of good doctoring remain, but Gen Z learners—shaped by the world-shattering events of their formative years—carry these experiences into their early professional identity development. This unique longitudinal study of a homogeneous pre-medical population suggests that these students naturally seek a more egalitarian patient-physician relationship and place greater emphasis on the patient's beliefs and readiness for change. As these students enter medical school, it is important for medical educators to appreciate that this shift has already occurred, while awaiting further studies in more diverse settings.
With an increasing number of aspiring physicians and the desire for medical schools to select well-rounded students due to the goal of providing patient centered care in the future, the medical school application process has become more competitive. Websites and school admissions counselors provide a wealth of knowledge, but first-hand accounts from medical students who have personally been through the process, provide an added benefit and serve as invaluable resources for pre-medical students. Through a pilot mentorship program between Western Kentucky University (WKU) and the University of Kentucky College of Medicine (UKCOM)’s Bowling Green campus, pre-medical students (mentees) were paired with first-, second-, and third- year medical students (mentors) based on common interests. Mentees and mentors met in-person at monthly workshops and remained in constant email communication throughout the Spring and Fall 2024 semesters. Overall, the pilot program was successful. Mentors gained leadership skills, and mentees received access to the medical students’ experiences. WKU students’ scheduled classes were barriers to mentees attending workshops causing fluctuating attendance percentages. To increase event turnout, the program’s leadership will review pre-medical class times prior to scheduling meeting dates and times. Based on end-of-the-year survey comments, participants recommended the program hosts more events to continue to foster the mentor/mentee relationship. Continuing to better the program will accomplish its goal of impacting medical education.
This report illustrates some ways that primary care faculty on regional campuses can expand their portfolios of scholarly publications. Working in teams is emphasized.
Purpose A sense of professional identity as a medical educator nurtures self-efficacy, commitment, job satisfaction, and motivation to engage deliberately in teaching which are essential in becoming an effective teacher. Engagement in communities of medical educators may foster the formation of a teacher identity. For community preceptors who practice in settings away from the medical school the formation of professional identity as educators is less understood. This study aimed to explore the formation of community preceptors’ sense of self-identity as medical educators. Method Semi-structured interviews were conducted with community preceptors from two medical schools from May to July 2022. Transcripts were analyzed using open coding. Cruess et al. Professional Identity Formation framework was used to organize codes into categories and themes. Results Eleven community preceptors practicing in rural settings were interviewed. Participants reported feeling isolated, and lacking contemporary role models. They identified teaching faculty during their medical school and residency training as role models. Opportunities to socialize with other medical educators and engage in faculty development were limited. Clinical demands, time constraints, and practice location hindered their engagement and sense of belonging in the community of medical educators. Their self-confidence as educators was founded on their self-assessed competency as clinicians. They perceived clinical competency as most important in their ability to teach. They acknowledged the value of teaching in their professional growth and patient care. Conclusions Community preceptors had limited opportunities for socialization with other medical educators, faculty development, and engagement with the medical school. They attributed their self-confidence as medical educators to their self-assessed clinical competency. Teaching was valuable to their professional growth and patient care. More research is needed to better understand the factors influencing the formation of an educator identity in community preceptors to develop strategies for their successful integration into the community of medical educators.
Background Previously published cross-sectional studies showed the COVID-19 pandemic had a dramatic effect on medical students, including concerns about disruption of their training as well as increases in depression and anxiety. Some also reported their confidence as clinicians was shaken and they were less satisfied with their education. This unique longitudinal study reports an annual measure of professional identity formation termed the career eulogy (CE) before and after the pandemic era. The CE is a previously validated instrument that provides a view into the way medical students hope to be viewed at retirement. Methods Ninety-nine students across all years of medical school at a regional rural campus recorded CEs during the summers of 2018 through 2023. Using previously developed professional identity clusters, longitudinal changes were analyzed using generalized estimating equations to account for data collected on each student repeatedly over multiple years. Statistical significance was set at p < .05. Results Significantly fewer mentions of quality (13% decrease), compassion (46% decrease, p=.006), and passion (51% decrease, p=.007) clusters occurred post-pandemic. There was a slight return of frequency of quality mentions in the summer of 2022 coinciding with vaccine development and new treatment options, and then a decrease again after a year of the omicron variant wave. Initial analysis showed no change in frequency of the patient relationship cluster, but analysis by gender showed a significant increase in female and decrease in male mentions. Conclusion The changes in student CE cluster frequencies can be explained by the fear, uncertainty, and helplessness felt by all providers as well as mistrust of physicians by some patients. The gender difference may show a difference in coping methods used during such an overwhelming time. These findings may provide useful insights as medical educators plan for future pandemics and other disruptions.
Introduction: An overabundance of learners can compromise the educational experience of trainees and contribute to preceptor burnout, particularly at regional medical campuses. Our objective is to describe a process improvement to optimize the number of learners in a department that was subsequently developed into an interactive workshop. Methods: Our strategic learner plan consists of three parts. The first involves taking stock of the current number of trainees and their educational needs by conducting a census. The second assembles a group of key stakeholders to determine the importance of each learner type to the department, align educational objectives to the rotation experience, and reach consensus on the optimal number of learners within each clinical environment. The third consists of implementation, including development of a centralized tracking and approval process. Our workshop curriculum included the development of educational handouts for implementation at other institutions. Results: We initiated the process within our department in 2020. The learner census identified over 130 individual trainees in seven categories rotating through the department annually. Ten stakeholders participated in the meeting and organized learner groups into low, moderate, and high strategic importance. Following implementation, we observed improved compliance regarding the impact of other learners on resident education in survey data. A majority of workshop participants reported that a strategic learner plan would benefit their department and reduce preceptor burnout. Conclusion: A strategic learner plan can aid departments in determining the number, type, and location of trainees rotating in their department.
Background. The COVID-19 pandemic profoundly impacted medical education worldwide, leading to challenges and adaptation of both in class and clinical education models. The Longitudinal Integrated Clerkship (LIC) emphasizes community engagement and integration in rural and remote communities making it a unique model to evaluate adaptability during the pandemic. This study examines how the pandemic affected the academic and clinical experiences of third-year medical students engaged in an LIC situated in Northern Ontario. Methods. The study employed an anonymous survey completed by 32 LIC students and 18 program administrators. Data collection focused on non-clinical and clinical learning activities, COVID-19 experiences, and the implementation of virtual care. Results. Despite pandemic challenges, 72% of program administrators reported the overall quality of education remained consistent with previous years. All students successfully met required clinical learning objectives and other promotion requirements, although 56% reported restricted clinical access and limited experience with specialists. Virtual care became a primary adaptation, with 97% of students participating. Student safety was supported by adequate personal protective equipment availability, and the program maintained continuity thoughout the disruption. Conclusions. The LIC demonstrated resilience, maintaining educational quality during the pandemic. These findings highlight the strengths of LIC model in terms of adaptability and program continuity.
Purpose: Over one-third of medical schools in the United States have at least one regional medical campus (RMC). As the largest medical school in the nation, Indiana University has nine campuses across the state, with its main campus located in Indianapolis. The primary objective of this study was to assess differences in student selfreported efficacy performing acute care competencies among rising fourth-year medical students who trained at the main campus versus those who trained at regional campuses. Methods: A 10-question survey was developed to evaluate students’ self-efficacy in and judgment of their ability to perform tasks relevant to the acute care competencies. This survey was administered to rising fourth year medical students at Indiana University School of Medicine to assess differences in students at different training locations. Results: A total of 332 rising fourth year medical students completed the survey. Of these, approximately 20% trained at a regional campus. When comparing responses, as a group, regional students reported statistically significant higher self-reported entrustability scores for 2/10 questions and had a higher mean self-reported score on 7/10 questions. Conclusions: Our study illustrates that medical students who trained at a RMC perceived themselves either similarly or better prepared across the acute care competencies compared to Indianapolis students. Additionally, our study supports suggestions of potential advantages to training at a RMC as described in the literature and adds to current data by Kochhar et al (2019).
Background: The shift to competency-based medical education stresses entrustable professional activities (EPAs) as a framework for assessing trainees’ competence for autonomous practice via specific professional tasks. This study examined the effectiveness of two training programs for acquiring internal medicine competencies: the conventional model and the Collaborative Project to Increase Rural Doctor Production (CPIRD) in a rural teaching hospital. Methods: A comparative study of 88 first-year internal medicine interns (64 conventional, 24 CPIRD) was conducted at Sakon Nakhon Hospital, Thailand. EPA assessments were based on Thai Medical Council (TMC) criteria and scored on a five-level scale. Statistical analyses were performed to compare group differences in EPA performance. Results: Total EPA scores were similar between the conventional (4.42±0.498) and CPIRD (4.46±0.509) groups (P=0.381). The conventional group performed better in EPA 3 (Differential diagnosis) and EPA 5 (Prescription management) (P=0.036, P=0.034), while the CPIRD group excelled in EPA 6 (Basic procedural skills). No significant demographic factors influenced above-average EPA scores. Conclusion: Both training models effectively develop overall competency in internal medicine. Differences in specific EPAs suggest that rural-based training enhances procedural skills, while conventional training strengthens diagnostic and management abilities. Tailored curricula could further optimize training outcomes.
Entrustable Professional Activities (EPAs) represent essential tasks that medical trainees must demonstrate competence in before performing independently. Within the framework of competency-based medical education, EPAs serve as a bridge between broad program objectives and specific, actionable competencies required in clinical practice. By aligning EPAs with session objectives, educators ensure that each learning activity contributes to the progressive development of necessary skills and knowledge. Following the Association of American Medical Colleges' (AAMC) introduction of Core EPAs for Entering Residency, the University of South Florida Morsani College of Medicine (USFMCOM) developed program-specific and specialty-specific EPAs to better prepare students for residency. Under this construct, USFMCOM’s Scholarly Excellence, Leadership Experiences, Collaborative Training (SELECT) MD program integrated EPAs tailored to its distinctive curricular elements (referred to as domains), which include leadership, values-based patient-centered care (VBPCC), health systems, and scholarly excellence. SELECT’s dual-campus structure, spanning Tampa, FL, and Allentown, PA, presents a unique opportunity to implement and assess EPAs in a longitudinal fashion across four years of training on both campuses; the Tampa campus and regional campus in Allentown. This paper focuses on the leadership domain of the SELECT MD program and its corresponding EPA, which emphasizes the ability of a resident to effectively lead and manage collaborative healthcare teams from the start of residency. Leadership competencies include the development of patient-centered care plans using a multidisciplinary team approach, leveraging emotional intelligence, understanding personality types and conflict preferences, and creating a psychologically safe work environment. Through professional development coaching and experiential learning, students progress from pre-entrustable behaviors—such as limited awareness of emotional intelligence and its impact—to post-entrustable behaviors, where they effectively manage and motivate teams through emotional intelligence and strategic leadership practices. By embedding leadership EPAs within the SELECT curriculum, USFMCOM ensures that graduates are not only clinically competent but also equipped with the essential leadership skills required for effective healthcare delivery. The structured assessment of leadership competencies throughout medical training underscores the importance of developing emotionally intelligent, adaptable, and team-oriented physicians. This approach fosters a transformative educational experience that prepares future residents to confidently navigate and influence complex healthcare environments.
Background and Objectives: In response to the AAMC’s call to increase the number of medical school graduates in 2006, there has been a steady growth in the number of medical schools offering some or all of the medical education curriculum at regional medical campuses (RMC) across the country with 133 medical schools reporting a RMC in 2023.1 Additionally, RMC expansion plans were reported by 25 medical schools in a 2020-2021 survey.2 Because of this increase in the number of medical students attending RMCs, studies must be conducted to determine if attending a RMC influences matching into residency programs by location (in-region or out-of-region) and program type (community-based, university, etc.). This study aims to investigate this possible correlation between the University of Missouri School of Medicine (MUSOM) main campus in Columbia, Missouri, and its RMC in Springfield, Missouri. Methods: Match data was compiled for MUSOM’s main and regional campuses for 2018-2024. The Fellowship and Residency Electronic Interactive Database Access (FREIDA) was used to sort residency programs into their respective program types and locations. Fischer’s exact probability test was then used to calculate two-tailed p-values to determine if there was a significant difference between the proportion of students from each clinical campus who matched to different locations or program types (Community, Community-based University Affiliated, University, and Other). Results: Of the 690 MUSOM students with publicly available data, 583 were from the main campus and 107 from the regional medical campus. 41.1% of RMC students matched in-region versus 48.4% of main campus students (p=0.17). There was no significant association between the main campus and regional campus match rates and the different program types (p=0.51). Conclusion: Based on this analysis, there was no significant correlation between MUSOM main campus and regional campus student matches into residency programs classified as community, community-based university-affiliated, university, and other program types. Additionally, there was no significant correlation between MUSOM main campus and regional campus student matches into in-region versus out-of-region residency programs.
Introduction: The 2020 pandemic of coronavirus-19 (COVID) resulted in declaration of states of emergency, leading to mandatory lock downs. Healthcare entered an unprecedented time as all elective procedures, some routine office visits, and screening efforts stopped with only life-saving services available. This study compared community cardiovascular disease (CVD) screening results before and after the cessation of the screenings required by pandemic limitations. Methods: Under the supervision of a regional dean, clinical medical students hosted CVD screenings in a rural Western Kentucky community at food banks, homeless shelters, and community resource fairs from 2017 through the present. Measurements included blood pressure and fingerstick total cholesterol and blood glucose. Abnormal results were followed up with an “on-the-spot” telehealth appointment or participants were referred to community health resources including the student-directed in-person free clinic. Measurements were compared pre- and post- COVID using chi-square. Findings: Both those with a previous diagnosis of hypertension and diabetes mellitus as well as the entire screened population showed a significant increase in frequency of CVD risk values post-COVID. Those with a previous diagnosis of hyperlipidemia showed no difference, but for the entire screened population, there was a significant 25% decrease in abnormal values for total cholesterol. Conclusions: Post-COVID CV risk values were significantly increased in this screened population. As our health system continues to recover, these results further support the importance of careful community-wide planning before the next pandemic occurs.
Introduction: Point of care ultrasound (PoCUS) is a portable diagnostic technology with broad applicability, no radiation, and is less expensive than alternative imaging methods. PoCUS is emerging as high utility technology to expand bedside physical exams for primary care clinicians. This technology is even being incorporated into medical school clerkships, such as Family Medicine. Access to medical care in rural areas is an ongoing issue, especially for specialty care. By using PoCUS, rural providers may be able to screen for conditions more completely and determine if patients need to seek specialty care, such as orthopedic intervention, and would be equipped to enhance the medical student’s learning experience. Objectives: This study aims to identify barriers to learning and using PoCUS for musculoskeletal evaluations among rural primary care clinicians. A secondary objective is to evaluate best practices for expanding PoCUS training in these settings. Methods: The team identified six rural primary care clinicians at outpatient clinics around Indiana. Grant funding was used to equip these clinics with portable ultrasound probes with PoCUS-software-equipped iPads. Training consisted of approximately one hour of independent didactic material and two hours of in-person hands-on training with our investigators and students. Initial surveys were collected before and after the in-person training session. The third survey was collected approximately six months after the initial training session. Teleguided follow-up sessions were offered to the clinicians, as well. Results: The initial survey before the in-person training session from the six clinicians found that the previous PoCUS experience of these clinicians varied greatly. This survey also showed unanimously that these clinicians make orthopedic diagnoses in their practice but do not feel comfortable using ultrasound in supporting these diagnoses, demonstrating the potential for PoCUS in their clinical practice. The second survey results showed that even after just two hours of training, 100% of participants reported increased comfort in using PoCUS for orthopedic diagnoses, with 80% feeling confident enough to teach the material to others. The third survey focused on barriers to incorporating PoCUS into the participant’s clinic. Various barriers were reported, such as limited opportunity, insufficient time and training, and low comfortability. Reoccurring themes from qualitative comments included a busy practice and personal schedule and software issues ranging from equipment connectivity and login problems. Conclusions: Implementing PoCUS in rural clinics to evaluate orthopedic diagnoses was met with enthusiasm and has shown potential for streamlining evaluation at specialty clinics. Significant barriers to adopting this technology include finding adequate time for busy clinicians to learn and practice using the equipment and scheduling live, ongoing training.
At a regional medical school in the Northeastern U.S., first year medical students form discussion-based groups that focus on experiential case learning. In these small groups, students are responsible for writing their weekly learning objectives (LOs) in each of the medical school’s four pillars: Basic Science, Clinical Sciences, Health Systems Sciences, and Health Humanities. The Health Humanities (HH) pillar provides medical students with the opportunity to study the principles of diversity, equity, and inclusion (DEI) within the context of medicine. Using the Association of American Medical Colleges’ (AAMC) New and Emerging Areas in Medicine Series: Diversity, Equity, and Inclusion Competencies Across the Learning Continuum guide and Bloom’s taxonomy, we provide an initial descriptive report of the extent to which HH LOs created by students in this self-directed curriculum address the DEI competencies the AAMC expects medical students to develop by the time of graduation.
The University of Kansas School of Medicine (KUSM) established a small rural regional medical campus (RMC) in Salina, Kansas in 2011 to address the rural physician workforce shortage in Kansas. Fourteen classes (114 students) have matriculated at this RMC since 2011, and ten classes (81 students) have graduated. A retrospective, longitudinal cohort study of the hometowns of the 114 matriculants, postgraduate training of 81graduates, and eventual practice locations of 47 graduates that have completed postgraduate training was done. Ninety-two (81.4%) of the matriculants were from rural communities, and 47.4% of matriculants received Kansas Medical Student (KMS) loans to help defray medical school costs. Fifty-five of 81 graduates (67.9%) entered primary care residencies (48.1% in family medicine, 7.4% in pediatrics, and 12.3% in internal medicine). Forty-seven Salina RMC graduates have completed postgraduate training and are now in practice; 39 (83.0%) are practicing in Kansas, 36 (76.6%) are serving rural Kansas, and thirty (63.8%) are practicing primary care in rural Kansas. The Salina RMC has been extremely successful in attracting rural students, graduating students who select primary care residencies, and witnessing graduates return to rural Kansas to practice. This study confirms the findings of other investigators: students with rural backgrounds, training in a rural environment, and postgraduate training in family medicine were associated with eventually choosing rural practice. The KMS loan program requiring graduates to eventually serve in an underserved county in Kansas for loan forgiveness was undoubtedly another major factor contributing to rural Kansas practice. The KUSM RMC program in Salina may be worthy of replication by other medical schools attempting to increase the rural physician workforce.
Introduction: Excessive resident duty hours (RDH) is a recognized issue with implications for physician well-being and patient safety. A significant component of the RDH concern is on-call duty. While other industries have adopted machine learning models (MLMs) to optimize scheduling and employee well-being, medicine has lagged. This study aimed to investigate the use of MLMs to predict demand on orthopaedic residents to optimize scheduling. Methods: Daily surgical handover emails over an eight-year (2012-2019) period at a level I trauma centre were used to model demand on residents. Various MLMs were trained to predict the workload, with their results compared to the current approach. Quality of models was determined by using the area under the receiver operator curve (AUC) and accuracy. The top ten most important variables were extracted from the most successful model. Results: The reduction in orthopaedic resident shifts possible per annum was 24.7%. The most successful model during testing was the neural network (AUC: 0.81, accuracy: 73.7%). All models were better than the current approach (AUC: 0.50, accuracy: 50.1%). Key variables used by the neural network model were (descending order): spine call duty (y/n), year, weekday/weekend, month, and day of the week. Conclusion: This was the first study using MLMs to predict demand for orthopaedic residents at a major academic institution. All MLMs were more successful than the current scheduling approach. Future work should look to incorporate predictive models with optimization strategies, matching scheduling with demand to improve resident well-being and patient care.
It remains complex and challenging to deliver interprofessional education at medical schools with geographically distributed campuses. Indiana University School of Medicine (IUSM) expanded its interprofessional education directly into clinical training by implementing a simple exercise in required clerkships on all nine of its campuses and with various health system partners that achieves the goals of interprofessional education and in which students find value. Methods: Between the academic years 2022-2023 and 2023-2024, IUSM medical students on every campus and across health systems, interviewed and reflected on the role of one healthcare professional involved in the care of a patient during each required clinical rotation. They interviewed different healthcare professionals and/or healthcare professions students to gain broad exposure and perspectives. Results: All IUSM students on all its campuses interacted with a variety of healthcare professionals during their 3rd and 4th year clinical rotations statewide (n=6357 encounters). Across all campuses, 88% of interactions occurred with healthcare professionals rather than healthcare professions students. Statewide, between 84% and 95% of students reported that they ‘Strongly Agreed/Agreed’ that the experience contributed to the development of their interprofessional collaboration skills and knowledge, and that they found the assignment valuable. Conclusion: Our interprofessional assignment offers medical schools with multiple campuses a promising solution to the challenges of delivering high-quality, and meaningful interprofessional education. It requires minimal to no resources, ensures comparability, and helps prepare students for real-world teamwork.
