Browsing by Author "Walvoord, Emily"

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    Impact of a USMLE Step 2 Prediction Model on Medical Student Motivations
    (Sage, 2025-02-18) Shanks, Anthony L.; Steckler, Ben; Smith, Sarah; Rusk, Debra; Walvoord, Emily; Dafoe, Erin; Wallach, Paul
    PURPOSE: With the transition of USMLE Step 1 to Pass/Fail, Step 2 CK carries added weight in the residency selection process. Our goal was to develop a Step 2 predicted score to provide to students earlier in medical school to assist with career mentoring. We also sought to understand how the predicted scores affected student’s plans. METHOD: Traditional statistical models and machine learning algorithms to identify predictors of Step 2 CK performance were utilized. Predicted scores were provided to all students in the Class of 2024 at a large allopathic medical school. A cross-sectional survey was conducted to assess if the estimated score in uenced career or study plans. RESULTS: The independent variables that resulted in the most predictive model included CBSE score, Organ System course exam scores and Phase 2 (Third Year Clinical Clerkships) NBME percentile scores (Step2CK= 191.984 + 0.42 (CBSE score) + 0.294 (Organ Systems) + 0.409 (Average NBME). The standard error of the prediction model was 7.6 with better accuracy for predicted scores greater than 230 (SE 8.1) as compared to less than 230 (SE 12.8). Nineteen percent of respondents changed their study plan based on the predicted score result. Themes identified from the predicted score included reassurance for career planning and the creation of anxiety and stress. CONCLUSION: A Step 2 Predicted Score, created from pre-existing metrics, was a good estimator of Step 2 CK performance. Given the timing of Step 2 CK, a predicted score would be a useful tool to counsel students during the specialty and residency selection process.
  • Thumbnail Image
    Item
    Regional Medical Campuses: Leveraging our Structure
    (2020-03-06) Birnbaum, Deborah R.; Walvoord, Emily; Ryan, Elizabeth R.
    The focus of this session presentation at the 2020 IU School of Medicine Education Day is on how the School is leveraging its regional campus model. The School is the nation’s largest by enrollment, with nine campuses, eight of which are considered regional campuses. After a review of various regional campus models, an example of scholarship that reports on how IU School of Medicine regional campus students perform in the Match compared to main (Indianapolis) campus students is shared. The session presentation also examines the unique way IU School of Medicine is leveraging a Scholarly Concentrations Program for educational enhancement, reputational focus for regional campuses, deeper community engagement, and increased student and faculty scholarship.
  • Thumbnail Image
    Item
    Resilience matters: Student perceptions of the impact of COVID-19 on medical education
    (Elsevier, 2022) Haskett, Lindsay A.; Doster, Dominique L.; Athanasiadis, Dimitrios I.; Anton, Nicholas E.; Huffman, Elizabeth K.; Wallach, Paul; Walvoord, Emily; Stefanidis, Dimitrios; Mitchell, Sally A.; Lee, Nicole K.; Surgery, School of Medicine
    Introduction: We assessed students' perception of the impact of the pandemic on their well-being, education, academic achievement, and whether grit and resilience alter students' ability to mitigate the stress associated with disruptions in education. We hypothesized that students would report a negative impact, and those with higher grit and resilience scores would be less impacted. Methods: A multidisciplinary team of educators created and distributed a survey to medical students. Survey results were analyzed using descriptive statistics, ANOVA, and multivariate linear regressions. A p-value <.05 was considered statistically significant. Results: A total of 195 students were included in the study. Approximately 92% reported that clinical education was negatively affected, including participants with higher grit scores. Students with higher resilience scores were more optimistic about clinical education. Those with higher resilience scores were less likely to report anxiety, insomnia, and tiredness. Conclusion: More resilient students were able to manage the stress associated with the disruption in their education. Resiliency training should be year-specific, and integrated into the UME curriculum due to the different demands each year presents.
  • Thumbnail Image
    Item
    Student and Faculty Collaboration in Student Affairs
    (2023-04-28) Crowley, Evelyn; Salmon, Chase; Walvoord, Emily; Dafoe, Erin
    How does an institution increase student engagement when delivering co-curricular content that students sometimes view as unnecessary? Over the years, co-curricular topics such as, professional identity formation, policy awareness, academic success, awareness of institutional resources, cultivating a sense of well-being, etc. have become increasingly important. Indiana University School of Medicine (IUSM) has developed a novel approach to delivering co-curricular content that incorporates students into the creation and delivery of this content. In this session, we will discuss ways that students partner with Student Affairs in co-curricular educational programming, with a focus on personal & professional development (PPD) sessions and first-year orientation. These collaborations have fostered a greater degree of student engagement, higher levels of satisfaction with programs, and the ability to deliver content better connected to the student experience. Intentional personal and professional development education is just as vital on the path to becoming a physician as is traditional coursework. Collaborations begin during our first-year orientation, where rising M2s serve as content creators and are responsible for executing orientation in tandem with student affairs and regional campus faculty and staff. Throughout the academic year, students serve on the PPD planning committee to crowdsource topics from peers, listen to class chatter and concerns, and then work with student affairs to develop just in time sessions. These sessions focus heavily on M1 and M2 students who are in the very beginning stages of forming their professional identity. Examples include panels with upper-class students and residents, sessions with Mental Health Services, information about summer opportunities following the M1 year, creating a Step 1 study routine, and determining the right specialty. For our upper-class students, the focus shifts towards career development, residency application and Match preparation, financial security, and more. During this presentation, IUSM’s Associate Dean for Student Affairs and student panelists will discuss the evolution of these student-led initiatives at their nine-campus institution, review topics built in the curriculum, lessons learned and lead attendees in activities to develop and/or refine their own models. The session will include an interactive PowerPoint presentation, table discussions augmented with worksheets and a pair & share activity. We will conclude with an open Q & A with student panelists.
  • Thumbnail Image
    Item
    "We don't know what we don't know" A Qualitative Study of Medical Student Perceptions of Student Affairs
    (2022-08-28) Fromke, Molli; Starr, Brooke; Haywood, Antwione; Walvoord, Emily; Longtin, Krista
    BACKGROUND/OBJECTIVE As one of the largest medical schools in the U.S. with nine regional campuses, Indiana University School of Medicine Office of Student Affairs (OSA) is designed to address students’ concerns and facilitate their personal and professional development (PPD). U.S. medical schools are evaluated on these areas using a nationally-normed graduation questionnaire of fourth-year students. This study used focus groups to better understand second-year students’ expectations, experiences, and ideas related to PPD programming and relationships with the OSA. METHODS All second-year medical students were invited to participate in a focus group in exchange for a modest meal and school-branded merchandise. The first and second author conducted seven, semi-structured focus groups (3-8 participants each) with a total of 39 students. Discussions were recorded and transcribed verbatim. Three authors used NVivo™ qualitative analysis software to perform inductive thematic analysis according to established methods. RESULTS Four themes were identified: 1. “It’s a Two-Way Street”: students expect accessibility to faculty who can affect change, and ongoing responsiveness about inquiries that have been submitted. 2. Proximally-Relevant Information: information students define as pertinent and ideas about communicating more effectively. 3. Guidance for the Future: students desire mentorship from individuals who truly understand physicians career paths. 4. In the Classroom and Beyond: students want relevant topics and formats for PPD. Participants also provided insights into existing, valuable programming. CONCLUSION/IMPACT Second-year medical students have specific needs for their development, including clinical experience, discussion of current events, and mentorship. Students expressed concern that opportunities for development are not comparable across all campuses. In their relationships with OSA, students desire easy access to voice inquiries and robust responsiveness about resolution. Results of this study can be used at institutions with a regional campus model to shape future programming for PPD and improve channels of communication with all students.