Scholarly Concentrations Program

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In situ efficacy of an experimental toothpaste on enamel rehardening and prevention of demineralisation: a randomised, controlled trial
(BMC, 2020) Creeth, Jonathan E.; Burnett, Gary R.; Souverain, Audrey; Gomez-Pereira, Paola; Zero, Domenick T.; Lippert, Frank; Hara, Anderson T.; Cariology, Operative Dentistry and Dental Public Health, School of Dentistry
Background A novel sodium fluoride toothpaste containing lactate ion and polyvinylmethylether-maleic anhydride has been developed to promote enamel remineralisation and resistance to demineralisation. In this in situ study, we compared this toothpaste (‘Test’) with a stannous fluoride-zinc citrate (SnF2-Zn) toothpaste (‘Reference’) (both 1100–1150 ppm fluoride) and a fluoride-free toothpaste (‘Placebo’) using an enamel dental erosion-rehardening model. Methods In each phase of this randomised, investigator-blind, crossover study, participants wore palatal appliances holding bovine enamel specimens with erosive lesions. They brushed their natural teeth with either the Test, Reference or Placebo toothpastes, then swished the resultant slurry. Specimens were removed at 2 h and 4 h post-brushing and exposed to an in vitro acid challenge. Surface microhardness was measured at each stage; enamel fluoride uptake was measured after in situ rehardening. Surface microhardness recovery, relative erosion resistance, enamel fluoride uptake and acid resistance ratio were calculated at both timepoints. Results Sixty two randomised participants completed the study. Test toothpaste treatment yielded significantly greater surface microhardness recovery, relative erosion resistance and enamel fluoride uptake values than either Reference or Placebo toothpastes after 2 and 4 h. The acid resistance ratio value for Test toothpaste was significantly greater than either of the other treatments after 2 h; after 4 h, it was significantly greater versus Placebo only. No treatment-related adverse events were reported. Conclusions In this in situ model, the novel-formulation sodium fluoride toothpaste enhanced enamel rehardening and overall protection against demineralisation compared with a fluoride-free toothpaste and a marketed SnF2-Zn toothpaste.
Indiana University School of Medicine Scholarly Concentrations Program Annual Report 2021
(Indiana University School of Medicine, 2021) Indiana University School of Medicine; Wallach, Paul M.
The Indiana University School of Medicine is confident that the curriculum prepares all future healers to transform health across the state and beyond. Many students come into medical school with varied interests related to medicine. Maybe they worked in an underserved rural clinic or still reflect on bioethics discussions from one of their favorite undergraduate courses. The Scholarly Concentrations Program offers medical students the opportunity to pursue their passions through coursework and scholarship in an academic setting that runs throughout medical school yet doesnot extend the time it takes to complete a medical degree.
Assessment of patient follow-up from student-run free eye clinic to county ophthalmology clinic
(Springer Nature, 2022) Scheive, Melanie; Rowe, Lucas W.; Tso, Hanna L.; Wurster, Patrick; Kalafatis, Nicholas E.; Camp, David A.; Yung, Chi Wah Rudy; Ophthalmology, School of Medicine
The Ophthalmology Student Interest Group at Indiana University School of Medicine provides a free student-run eye screening clinic for an underserved community in Indianapolis. Patients with abnormal findings are referred to the ophthalmology service of the local county hospital for further evaluation. This retrospective chart review studied 180 patients referred from our free eye clinic to follow up at the ophthalmology service of a local county hospital from October 2013 to February 2020. This study investigated factors impacting follow-up of patients by analyzing demographics, medical history, insurance coverage, and final diagnoses at follow-up. Thirty-five (19.4%) of 180 patients successfully followed up at the local county hospital with an average time to follow-up of 14.4 (± 15.9) months. Mean patient age was 51 (± 13.6) with nearly equal numbers of males and females. The most common diagnoses at follow-up included refractive error (51.4%), cataract (45.7%), and glaucoma (28.6%). Patients with diabetes diagnoses or Healthy Indiana Plan insurance coverage had increased probability of follow-up. This study reveals gaps in timely follow-up to the local county hospital, demonstrating the current limitations of our free clinic in connecting patients to more definitive care and the need for an improved referral process.
Evaluation of family planning and abortion education in preclinical curriculum at a large midwestern medical school
(Elsevier, 2022) Brown, Lucy; Swiezy, Sarah; McKinzie, Alexandra; Komanapalli, Sarah; Bernard, Caitlin
OBJECTIVE: Evaluate a Midwestern medical school's current pregnancy termination and family planning undergraduate medical curriculum (UMC) in accordance with Association of Professors of Gynecology and Obstetrics (APGO) guidelines. Assess 1) student interest 2) preparedness to counsel patients, and 3) preferred modality of instruction. STUDY DESIGN: A survey assessed students about UMC. Course syllabus learning objectives and APGO educational guidelines were compared. RESULTS: There were 309 responses total; six did not complete all survey questions and were excluded. Participants (n = 303) were primarily female (62%) and White (74%). Across all class levels, many (61%) students expected to learn about family planning and contraception in UMC. While most (84-88%) participants who completed the preclinical course with or without the clerkship felt prepared to counsel about common, non-controversial pharmacotherapies, only 20% of students felt prepared to counsel on abortion options, and 75% of students who had completed both the preclinical and OBGYN clerkship felt unprepared for abortion counseling Overall, 86% of all students surveyed believed that the medical school should enhance its reproductive health coverage in UMC. Traditional lectures, panels, and direct clinical exposure were the most popular instructional modalities. CONCLUSION: We identified potential gaps in UMC where students expressed high level of interest with low level of preparedness regarding abortion options counseling, even among senior students. Considering the high percentage of students expecting to learn about pregnancy termination and family planning in their UMC, this expectation is not being met. Students were open to a variety of modalities of instruction, indicating that several possible options exist for curricular integration. IMPLICATIONS: Despite evidence of need for training in family planning and abortion, few medical institutions have a standardized curriculum. Little available literature exists on curricula covering pregnancy options and contraception counseling, signifying a gap of knowledge and an opportunity to study how to integrate these important topics into UMC.
Indiana University School of Medicine Scholarly Concentrations Program Annual Report 2022-2023
(Indiana University School of Medicine, 2022) Indiana University School of Medicine; Wallach, Paul M.
The Scholarly Concentrations Program offers students a longitudinal extracurricular program, designed to enhance their medical school experience through a parallel curriculum without incurring additional time or tuition. Students complete topic-specific coursework, engage in scholarly pursuits, benefit from mentorship to become better prepared leaders in their chosen field, and develop professional identity beyond medical knowledge. The topics are of broad interest and the program leverages the unique expertise, strengths, interests and needs of the school's diverse campuses and communities.
Integrated Case-Based Learning Sessions in Anatomy are an Effective Teaching Method for Pre-Matriculating Medical Students
(2022-07-21) Merritt, Emily; McNulty, Margaret; Neal, Chemen; Deane, Andrew; Haywood, Antwione; Byram, Jessica
Introduction: Medical students are often first introduced to fast-paced, high-volume curricula through anatomy coursework. The LEAD Scholars pre-matriculation program introduces incoming students to anatomy content and study skills to facilitate adjustments to medical school and reduce existing achievement gaps for under-represented students. Little work has demonstrated the effectiveness of case-based learning (CBL) sessions integrating anatomy, embryology, and histology on first year medical students’ ability to problem solve and improve content mastery. To address the lack of research, the goal of this study was to implement such CBL sessions to assess their effectiveness in promoting study techniques while integrating anatomy content Methods: Four fully integrated CBL sessions that each included anatomy, embryology, and histology content covering the upper extremity and thorax were written. For each session, LEAD Scholars (n = 25) completed an individual pre- and post-quiz and worked in groups through cases consisting of clinical scenarios and questions that required students to interpret images, complete matching exercises, and make diagrams, flow charts, or tables. Students completed a post-session survey with Likert-style and free response questions about preparation and session effectiveness. Pre- and post-quiz scores were compared using Wilcoxon signed rank tests. Free responses were analyzed using thematic analysis. Results: Analyses revealed significant improvements on post-quiz scores for all CBLs (p < 0.01). In the post-session survey, students strongly agreed the sessions effectively improved their understanding of course material and appropriately connected anatomy, embryology, and histology content. Students commented that they enjoyed the real-life application of the material and that the sessions encouraged them to keep up with the content, were helpful for making connections between the topic areas, and helped illustrate whether their study habits were effective or needed to be changed. They suggested additional cases and more pre-work to guide preparations as ways to improve the sessions. Conclusion: These results suggest that CBL sessions are a viable means for providing opportunities to practice and adapt study techniques while delivering integrated medical anatomy content to first year medical students. Session modifications will focus on expanding the sessions to provide more opportunities to practice the content and study techniques and including specific pre-work activities to guide preparation.
Integrated Case-Based Learning Sessions in Anatomy are an Effective Teaching Method for Pre-Matriculating Medical Students
(2023-04-19) Merritt, Emily; McNulty, Margaret; Neal, Chemen; Deane, Andrew; Haywood, Antwione; Byram, Jessica
Objective or Purpose of Innovation: To assess the effectiveness of case-based learning (CBL) sessions in promoting study techniques for integrated anatomy content. Background: Medical students are frequently introduced to medical school curricula through anatomy coursework, which often includes histology and embryology content. The LEAD Scholars pre-matriculation program introduces anatomy content and study skills to facilitate adjustments to medical school and reduce existing achievement gaps for under-represented students. Recent changes in medical education emphasize integration of content areas, resulting in greater use of activities such as CBL sessions. Little work has demonstrated the effectiveness of CBL sessions integrating anatomy, embryology, and histology on first year medical students’ ability to improve content mastery and adapt their study techniques. Innovation Design- Methods and Measures: Three CBL sessions that each included anatomy, embryology, and histology content covering the upper extremity and thorax were written and taught to LEAD Scholars (n=18). Each session involved: completion of an individual pre- and post-quiz, group completion of clinical cases involving image interpretation, matching exercises, and construction of diagrams, flow charts, or tables, and a post-session survey with Likert-style and free response questions about preparation and session effectiveness. Quiz scores were compared using Wilcoxon signed-rank tests and free responses evaluated using content analysis. Outcomes: Post-quiz scores were significantly improved for all CBLs (p < 0.01). Innovation Strengths and Limitations: Students enjoyed the real-life application and integration of the cases and commented that the sessions improved their understanding of the connections between content areas. Other comments demonstrated that students evaluated and adapted their study approach in preparation for the sessions, often using techniques included in the sessions. Limitations include the low-stakes nature of this summer program, which likely influenced students’ study outside of scheduled program time. Feasibility and Transferability: CBL sessions can be tailored to an individual medical school’s curriculum to provide opportunities to incoming first-year medical students to practice, adapt, and evaluate study techniques while delivering integrated content.
Addressing disparities in delivery of cancer care for patients with melanoma brain metastases—Not just a simple case of rurality
(Society for NueroOncology, 2023-09-28) Riggs, Joseph; Ahn, Hyejeong; Longmoore, Hailee; Jardim, Pedro; Kim, Min J.; Kasper, Ekkehard M.; Han, Jiali; Lam, Fred C.
The NeoRoo mobile app: Initial design and prototyping of an Android-based digital health tool to support Kangaroo Mother Care in low/middle-income countries (LMICs)
(PLOS Digital Health, 2023-10-25) Bucher, Sherri Lynn; Young, Allison; Dolan, Madison; Padmanaban, Geetha Priya; Chandnani, Khushboo; Purkayastha, Saptarshi
Association of Socio-Demographic Factors, Social Determinants of Health and Weekly Physical Activity in an Urban Hospital in Northwest Indiana
(2023-07) Gad, Wael; Chandler, Brianna; Jones, Brendan; Mangum, Joshua
Background: Engaging in regular physical activity has been proven to have beneficial health effects such as preventing chronic diseases and improving mental health. Recent studies have demonstrated correlations between socio-demographic factors and physical activity levels. This study determined the associations between socio-demographic factors, social determinants of health and the amount of weekly physical activity in patients occupying an urban underserved area. Methods: This study retrospectively analyzed a dataset generated by St. Mary Medical Center from EPIC™ with demographic characteristics and physical activity levels partitioned by time per week for adult inpatient visits from January 2021 to March 2023. Patients were stratified into physical activity levels based upon published guidelines: inactive (no physical activity), insufficiently active (<150 minutes per week) or sufficiently active (≥150 minutes per week). Data analysis was conducted in SPSS 28.0 using tests of association including Kruskal Wallis H and multivariate ordinal regression model. This study was exempted by Indiana University Human Research Protection Program (IRB # 14040). Results: The sample of individuals from the dataset who answered physical activity questions was comprised of 1498 patients. There was a statistically significant difference in physical activity level by age group (p<0.001), sex (p<0.05), insurance category (p<0.001), and social connections risk score (p<0.001); with race (p=0.057) and language (p=0.054) approaching significance. Multivariate analysis showed that age was the only significant factor when accounting for all variables, with higher age groups reporting lower proportions of physically active individuals. Conclusion: Determining how socio-demographic factors influence physical activity levels will direct efforts to form and implement new interventions in the Northwest Indiana urban area and support community health initiatives. This data makes it possible to inform practitioners of the demographics that are at risk of being insufficiently active and having them direct those patients to programs in place to help bridge the lapse.

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