IUSM Education Day

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Using VR to Enhance Anatomy Education for Medical Imaging Learners
(2020-03-06) Misquith, Chelsea; Patterson, Debra
The Ruth Lilly Medical Library’s Nexus Collaborative Learning Lab (Nexus) and the Medical Imaging Technology (MIT) Program at IUSM have partnered to create a series of Virtual Reality (VR) modules to enhance student comprehension and retention of anatomy for Cardiac Interventional (CI), Computed Tomography (CT), Vascular Interventional (VI), and Magnetic Resonance Imaging (MRI). This presentation will introduce you to VR and its applications in medical education, and describe the VR service available through the Nexus. Learn how a VR app for anatomy education, 3D Organon VR, was used to create greater student-content interactivity and to add flexibility to instruction.
The Effect of Identity Dissonance and Consonance on Professional Identity Formation in Medical Students
(2020-03-06) Byram, Jessica N.
Professional identity formation (PIF) in medical students is often considered a straightforward process of professional socialization where students adopt the norms, values, knowledge, and skills required of physicians. However, no studies have examined the processes through which medical students’ identities are transformed during the professionalization process and how their developing professional identities blend with their existing identities. Nine medical students from Indiana University School of Medicine completed this study spanning the second (MS2) and third (MS3) years of medical school. Participants completed three semi-structured interviews at the start of MS2, end of MS2, and end of MS3, and submitted 10 audio diaries at two-month intervals between interviews. In audio diary recordings, participants discussed who they wanted to be as physicians and how their experiences transformed their developing professional identities. A thematic analysis of interviews and audio diaries were used to create a framework of PIF.This study found several processes of PIF that related to how consonant one considered his/her personal identity to be to the identity of a ‘typical’ medical student and physician, and the degree to which one’s experiences fulfilled his/her expectations and conceptions of medicine, medical students, and physicians. Medical students experiencing identity consonance utilized processes to adapt their personalities and found their experiences to confirm their commitment to medicine. Those experiencing positive identity dissonance used processes to accommodate their personality and had experiences that challenged their connection to medicine. While they found medical professionalization to be arduous, their negative experiences were often seen as necessary processes. Finally, several participants experienced negative identity dissonance, in which they refused to modify their personality to match that of the "typical" medical student and doubted their ability to make it through medical education. This study identified identity dissonance in medical students and the processes they used to cope with it. Doubt has only recently been described in medical students but this study established the impact doubt has on PIF in that it prevents medical students from seeing themselves as future physicians. Dissonance was also experienced by participants who felt they did not have the identity of a typical medical student or physician (e.g., they are female, non-white, lower socioeconomic status, or introverted) and they had experiences with patients and faculty that confirmed they did not meet this stereotyped identity. Students experiencing identity dissonance, particularly those with negative experiences, are at greatest risk of internalizing a professional identity that is inconsistent with members of the profession and may even leave professional education. Medical educators need to recognize and address identity dissonance and the sources that are creating it to assist the medical students in becoming the physicians they aspire to be.
"A Whole New Perspective on How the Body Fits Together" - An Evaluation of a Cadaver Lab Experience for High School and Undergraduate Students
(2020-03-06) Cale, Andrew; Byram, Jessica; Schmalz, Naomi
IUPUI Anatomy Lab Tour Project Abstract “A Whole New Perspective on How the Body Fits Together” – An Evaluation of a Cadaver Lab Experience for High School and Undergraduate Students Andrew Cale MS1, Jessica Byram PhD1, Naomi Schmalz MS1,2 1Department of Anatomy, Cell Biology, and Physiology, Indiana University School of Medicine, Indianapolis, IN, USA 2Division of Biomedical Sciences, Marian University College of Osteopathic Medicine, Indianapolis, IN, USA Background: Since 2014, the Center for Anatomy and Physiology Education at Indiana University School of Medicine – Indianapolis has hosted interactive human cadaver lab tours for local high school and undergraduate students. During these graduate student-led tours, touring students observe human anatomy on prosections and with isolated organs. Similar educational outreach initiatives have been shown to benefit adolescents by improving health literacy and encouraging interests in healthcare careers. Aim: To evaluate students’ perceptions of the anatomy lab tours and their impact on students’ interests in healthcare careers. Methods: Between April and December 2018, touring students (n=261) were invited to complete pre- and post-tour surveys evaluating their past experiences with cadaver labs, tour expectations, career interests, and additional thoughts and feelings regarding the tour. Pre-surveys were paper-based and completed in-person, while post-surveys were administered online via REDCap and completed within one week of the tour. Responses were aggregated into pre- and post-tour groups and analyzed using thematic analysis. This study was granted exempt status from the IRB at Indiana University (#1802755251). Results: Of the 261 students who completed pre-tour surveys, 204 (78%) completed the post-tour survey. Before the tour, students anticipated learning about human anatomy (52%) and expected to only be able to see (and not feel) a cadaver (66%). Most students expressed excitement (80%) or nervousness (45%). A few students viewed the lab tour as an opportunity to test if they could see themselves in a healthcare career (4%). After the tour, most students indicated that the tour either met (77%) or exceeded (22%) their expectations. Students found the lab tour to be educational and interesting. They were surprised by the opportunity to interact with the cadaver (23%) and by the pre-dissected appearance of the cadaver (26%). Numerous students (41%) also expressed an increased interest in healthcare careers after the lab tour. Conclusion: Overall, students perceived the lab tours as engaging, educational experiences that not only improved their anatomical knowledge, but also reinforced or increased their interest in healthcare careers. Academic institutions interested in positively impacting their local students can implement a cadaver lab tour program by sharing access to their in-house human cadaver lab and recruiting instructors to share their time and anatomy expertise.
Updates from Opt-Out Counseling for Indiana University Pediatric Residents
(2020-03-06) Halper, Jillian; Petras, Laura; Aguilera, Andrea; Cunningham, Stephanie; Price, Lori; Rushton, Jerry
Assessment Of Need For Trauma Education For Pediatric Residents In The Emergency Department, And Creation Of A Video Module In Response
(2020-03-06) Whitehead, Anne; Phillips, Brian; Haut, Lindsey
Introduction: Over 200 learners rotate through our pediatric emergency department yearly, and roughly 130 of them are residents in a pediatrics (categorical or combined) residency program. For many of these residents, the pediatric emergency medicine rotation is one of the only opportunities for experience with pediatric trauma resuscitation. Consistently, residents have identified pediatric trauma as an area of discomfort within their practice. Trauma resuscitations in the emergency department are relatively infrequent, and high stakes, so are not ideal opportunities for novice learners. Simulation exists as part of the curriculum, but scheduling challenges make increasing this portion of the curriculum impractical. We sought to further explore resident experience with trauma resuscitation education, and to create a new approach to trauma education that would supplement the existing curriculum. Methods: We distributed 2 different surveys to all pediatric residents on their pediatric emergency medicine rotation: one prior to the start of the rotation, and one after completion. Survey data were collected anonymously and voluntarily, over the course of 1 year. Based on preliminary survey data and informal discussions with residents and education leadership, we conceived of the idea of a video as a novel educational tool to supplement our existing pediatric trauma curriculum. This would be viewed online, asynchronously, circumventing many of the practical challenges associated with increasing simulation or patient care time. We developed a script with an emphasis on a practical approach to running a pediatric trauma resuscitation. Results: Our survey data found that residents started their pediatric emergency medicine rotations with low confidence in leading trauma resuscitation, rating their confidence an average of 25.1 on a visual analog scale (VAS) from 1 to 100. There was a modest improvement after the rotation to 43.7. Anxiety about trauma resuscitation, however, remained high with a rating of 63.2 on a VAS of 1 to 100 before the rotation, and 62.5 after. At the end of their rotations, residents reported that patient care and simulation sessions both contributed a moderate amount (63.2 and 56.5 respectively on a VAS from 1 to 100), while self study only contributed a little (33.1). In response to these data, we created a trauma education video for residents rotating through the pediatric emergency department. The video was filmed in one of our own trauma resuscitation rooms in the Riley Pediatric Emergency Department with our own nurses and Emergency Medicine/Pediatrics residents, with technical support from IU Collaboration Technologies and Classroom Support. Conclusions: Our survey data confirmed the need for improvement in education on pediatric trauma resuscitation. Results suggest residents find that more “hands on” opportunities contribute more to their education, but there remain significant challenges to increasing these opportunities. We are hopeful that the practical emphasis of our pediatric trauma education video will improve the effectiveness over other self-study modalities already in existence. In the coming months, we intend to incorporate the video into the online education modules and investigate its impact on resident confidence and comfort with pediatric trauma resuscitation.
Introduction to the Emergency Medicine Team Approach for Research & Healthcare Delivery: A Summer Immersion Experience for Medical Students
(2020-03-06) Coffee, R. Lane; Cico, Stephen J.
Online Program Director Toolbox
(2020-03-06) Leveque, Emilie; Cico, Stephen John
The IUSM Scholarly Concentrations Program: Strategic Collaborative Education Across Schools and Departments
(2020-03-06) Birnbaum, Deborah R.; Rojas, Michelle; Corson-Knowles, Daniel; Wallach, Paul M.
A changing healthcare landscape calls for innovation and expansion of expertise in medical education. How does a medical school better prepare medical students to thrive in a changing profession? Through its Scholarly Concentrations Program, Indiana University School of Medicine is collaborating with non-physician experts from schools with expertise in topics that are medically relevant and of interest to medical students. Scholarly Concentrations are longitudinal experiences that enhance the medical education program through coursework and scholarly work. In addition to enhancing students’ education, it offers the opportunity to enhance campus reputation and develop research focus for students and faculty. Partnerships were created in both directions. IU School of Medicine sought out schools and departments with unique expertise on different medical campuses. Schools and departments also approached IU School of Medicine about its Scholarly Concentrations program as momentum built. These partnerships are creating mutual benefits for IUSM, partners, faculty and students. Benefits for partner organizations include mentoring opportunities, reputational enhancement, having an impact on healthcare system, and pathways to certificates and advanced degrees. For IUSM and its students, the partnerships enhance professional development through Scholarly Concentrations in areas of clinical, teaching, research, advocacy and administration.
Use of a Structured Early Intervention to Improve Student Success
(2020-03-06) Howley, Liam; Klemsz, Abigail; Matthews, Kelly; Mehta, Rakesh
Indiana University School of Medicine has a competency-based curriculum with defined milestones that students must achieve to graduate. Early identification of students with challenges in these competencies enables educators to quickly intervene to help ensure these students achieve those competency specific milestones. Area of Concern (AOC) was developed to allow faculty to recognize and identify “low level” concerns in a course/clerkship/elective and to facilitate the opportunity for additional coaching by the Lead Advisor before these behaviors lead to a significant impact on grades.
GME Expansion to Community Hospitals: Residency Training Beyond the Academic Health Center
(2020-03-06) Cico, Stephen John; Bratcher, Linda; Leveque, Emilie; Howenstine, Michelle

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