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Item Drug-Induced Liver Injury Module for Medical Students(Association of American Medical Colleges, 2020-07-15) Dilly, Christen K.; Craven, Hannah J.; Molleston, Jean P.; Medicine, School of MedicineIntroduction No published curricula exist to introduce medical students to drug-induced liver injury (DILI). However, DILI is the most common cause of acute liver failure in the US, and drug-drug interactions are tested on the USMLE Step 1. Methods We developed an independent study module to introduce students to DILI. This module consisted of a narrated PowerPoint introduction, a journal article, and four example cases. Students completed the module independently. To evaluate the effectiveness of the activity, exam data and responses to the cases were reviewed, and end-of-course survey data were used. These responses were used to modify questions for clarity and to develop a feedback rubric. Results Mean scores on case-related questions in the module ranged from 44% to 73%. However, mean scores on test questions related to DILI ranged from 61% to 98%. It is possible that students learned from receiving feedback in the form of correct answers to the cases. On course evaluations, 52.4% of students agreed or strongly agreed that the online modules as a group (which included the DILI module) were an effective teaching method. Discussion This module introduces students to DILI and enables them to interact with valuable resources. We hope that modifications will improve the learning experience and effectiveness of the module. Going forward, we plan to collect validity evidence for the feedback rubric and develop an advanced version of the module for gastroenterology fellows.Item Implementation of a Foundational Online Resident-as-Teacher Program for All First-Year Residents(2023-04-20) Kochhar, Komal; Dilly, Christen K; Cico, Stephen J; Whitaker, Nash P; Pettit, Katie E; Brokaw, James J; Nabhan, Zeina MPurpose/Background Residents are expected to teach medical students, and yet few enter post-graduate training programs prepared to do so. Each year at the Indiana University School of Medicine, 400 first-year residents (PGY1s) from multiple specialties begin their post-graduate training. Our goal was to implement a school-wide Resident-as-Teacher (RasT) curriculum for all incoming PGY1s to provide them with the requisite pedagogical skills and self-confidence to teach effectively.1 Design/Methods We required that our curriculum be delivered asynchronously and on-demand to avoid having to schedule numerous in-person training activities across multiple teaching hospitals. We used the A3 problem-solving process2 to create a series of online training modules delivered via Canvas from 2017 to 2021. These modules focused on our institutional and clerkship learning objectives and incorporated videos of best practices for teaching in the clinical environment. Prior to the start of the course, the PGY1s completed a self-assessment of their teaching ability (pre-test) and again 7-8 months after completing the course (post-test). Outcomes/Results Of the 1,091 residents who completed the pre-test, 421 also completed the post-test (38.6%). Analysis was limited to 421 respondents who completed both the pre-test and post-test (paired data). According to the McNemar-Bowker Test, there was a statistically significant improvement in the teaching self-ratings from pre-test to post-test, e.g., 31% self-rated above average/excellent versus 53% self-rated above average/excellent (p < 0.0001). Moreover, the PGY1s self-reported significant improvements in 3 teaching skills: Teaching Strategies, Individualized Teaching, and Providing Feedback (p < 0.01). Strengths/Limitations Our findings suggest that an online RasT curriculum can produce lasting benefits in PGY1’s self-confidence as teachers (Kirkpatrick levels 1 and 2a) but is limited by the inability to assess higher-order benefits like behavioral change (Kirkpatrick levels 2b, 3, 4).3 This online approach to RasT training is feasible to administer, fulfils LCME requirements, and can easily be replicated.Item An Online Resident-as-Teacher Curriculum Improves First-Year Residents’ Self-Confidence Teaching in the Clinical Learning Environment(Springer, 2023-07-05) Kochhar, Komal; Cico, Stephen J; Whitaker, Nash P; Pettit, Katie E; Brokaw, James J; Nabhan, Zeina MWe implemented an online Resident-as-Teacher curriculum for all incoming residents (PGY1s) to provide them with a basic foundation for effective teaching in the clinical learning environment. The curriculum consisted of 5 asynchronous modules delivered via the web from 2017-2021. Prior to starting the course, the PGY1s completed a self-assessment of their teaching ability (pre-test) and then again 7-8 months after completing the course (post-test). Analysis of the paired data from 421 PGY1s showed a statistically significant improvement in the self-ratings of their teaching from pre-test to post-test (p < 0.001). Our findings suggest that an online Resident-as-Teacher curriculum can produce lasting benefits in new residents’ self-confidence as educators.