IUSM Education Day

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5th Annual IUSM Education Day Program Brochure
(2024-04-26) Kochhar, Komal; Potter, Maddie
Program for the 5th annual Indiana University School of Medicine Education Day held at Hine Hall Conference Center on the IUPUI campus on April 26, 2024. An inherent challenge of operating a large multi-campus educational system is being able to provide professional development opportunities for all our medical educators across the state. To address this need, the Indiana University School of Medicine implemented an annual “Education Day”to promote educational scholarship across our nine-campus system. Held each spring, Education Day showcases the educational scholarship of IUSM faculty, staff, and learners, and provides a forum to share best educational practices and forge new collaborations in educational research.
A Novel Approach to Point-of-Care Ultrasound (POCUS) Education: One-page Documents with Embedded E-Curriculum
(2025-04-25) Markus, Nathan; Brenner, Daniel; Duncan, Francesca; Sanjuan, Adriano; Osborn, Eric; Carlos, Grahm; Jackson; Rishi, Muhammed; Jackson, Edwin
Background: Point-of-care ultrasound (POCUS) has proven to be a valuable adjunct to the modern physical exam. The gold-standard approach of 1-on-1 learning image acquisition from sonographers and interpretation from clinician-experts is resource intensive, highlighting a need for alternative methods of teaching POCUS. Methods: This educational project utilized iterative development with the help of established POCUS educators and learner feedback in the form of surveys. Pre- and post- 30-day rotation surveys were administered and collected in Microsoft Forms. The survey questions comprised several categories including interest in learning POCUS, technical skill/image acquisition, and confidence in image interpretation. Learners were asked to rate their confidence in image acquisition and interpretation on a 5-level scale from “no skill” to “expert skill” as defined in the figures. Results: Preliminary survey data (n = 14) have been collected. Detailed results available in figures 2 and 3. In summary, 60% of learners were likely/very likely to use POCUS in clinical practice and 40% of learners were unlikely/very unlikely. Pre-intervention, 10% of learners rated their proficiency at image acquisition/probe placement at “no skill”, which decreased to 0% post-intervention. Sufficient skill in image acquisition increased from 20% pre-intervention to 50% post-intervention. Regarding image interpretation, 30% of learners rated skill in identifying anatomy as “no skill” or “little skill”. After the intervention, these groups decreased to 0%. Lastly, all participants felt that they were more confident in identifying cardiac anatomy after engaging with this project. All participants also reported that they would continue to use this resource this to learn POCUS. Conclusions: Learners perceive both value and effectiveness of this educational module. More work must be done to improve objectivity of results including engagement data, competency-based assessments, and randomization against the current standard education model.
A Roadmap to Surgical Education: A Scoping Review of Educational Needs in Surgery
(2024-04-26) Yan, Yichuan; Krusing, Madeline; Awad, MIchael; Stefanidis, Dimitrios
Purpose: Understanding the educational needs can help organizations like the Association for Surgical Education to develop relevant solutions. However, relevant literature is limited to know the needs. Thus, the aim of this study was to identify the educational needs in surgical education literature. Methods: Following the PRISMA Statement guideline, we performed a scoping review with three search terms in two databases in tandem with three inclusion criteria to identify the literature pertinent to educational needs in surgery. Through content analysis of the abstracts of the identified literature, we inquired about the objectives, methods, data sources, and conclusions in each identified article to tease out the trends, specialties, participants, and topics of educational needs in surgical education literature. Descriptive statistics of frequency were used to present the data. Results: The PRISMA article selection procedures resulted in 212 peer-reviewed journal articles in the scoping review. The content analysis identified the trends of the needs in four areas including the trends of educational needs, surgical specialties, participants, and topics of educational needs. To synthesize the results of the data analysis, a heat map was created with the cross-section of the trends and topics of educational needs showing the hot topics and potential gaps in surgical education literature. Conclusions: The scoping review provides surgical educators and trainees an overview of the educational needs in the literature that can serve as a roadmap of educational needs to be taken into consideration by organizations like the ASE to help address the needs and advance the field.
Accommodating a Student with Hearing Loss in the Medical Curriculum: A Case Study
(2025-04-25) Martin, Angelika; Hoffman, Leslie; Russell, Abigail
Despite legislative advancements like the Americans with Disabilities Act (ADA)1, Deaf and Hard of Hearing (DHH) individuals remain underrepresented in medical education2 as many institutions lack adequate support systems to accommodate their needs.3 This case study documents the comprehensive support strategies implemented to address the challenges faced by a DHH learner throughout the entirety of undergraduate medical education, spanning both didactic and clinical settings. The student, with severe hearing loss in one ear and profound loss in the other, utilized a combination of oral communication, lip-reading, a Bluetooth-enabled hearing aid, and a cochlear implant. The student successfully navigated both foundational and clinical phases of medical education, overcoming barriers such as poor acoustics, overlapping communications, background noise, and the need for clear visual cues. Key strategies included the use of speech-to-text services such as Communication Access Real-Time Translation (CART) services, assistive listening devices such as microphones and amplifying stethoscopes, minimizing background noise, strategic positioning in classrooms or patient rooms, and utilizing the teach-back strategy. The study spans from pre-matriculation disclosure and accommodation planning, classroom teaching of foundational sciences to the completion of clinical clerkships and individualized career exploration electives. By detailing our approach and the successful integration of tailored and proactive accommodations, we provide valuable insights for educators aiming to support DHH students. This case study contributes to the literature by being the first to document such extensive accommodations across both didactic and clinical curricula. Our experience underscores the importance of creating an equitable and accessible environment, paving the way for a more diverse physician workforce and enhancing healthcare for the DHH community. The student's successful completion of the program and subsequent residency match underscores the potential for DHH individuals to thrive in medical education with appropriate support.
Acute compartment syndrome: A case report for pre-clinical students’ learning & associated small group worksheet
(2025-04-25) Callahan, Kyle; Mast, Aaron
Introduction: Acute compartment syndrome is a limb-threatening, orthopedic surgical emergency that is often a result of trauma with associated edema and increased pressure that has limited room for expansion due to the compartments of a limb. During pre-clinical years of medical school, the emphasis on musculoskeletal (MSK) ailments, including acute compartment syndrome, can be limited. It is therefore important to provide case reports that highlight even routine cases of traumatic MSK problems to the learning mind, as repetition is the key to learning. Small group worksheets were utilized during pre-clinical learning sessions, which further play a role in the learning process by forcing students to brainstorm solutions before answers are revealed, and can thus also be utilized to better understand MSK disease. Case Description: A male patient in their teens presented to the emergency department following an open fracture of his tibia and fibula after getting his leg stuck between a lawn mower and tree. On the day of injury, surgery was done for intramedullary fixation and distal tibia nailing. Post-op day one, early in the morning, the patient began complaining of mild pain and paresthesia of his toes and plantar foot, however had preserved motor function and brisk capillary refill. Compartments of the lower leg were swollen but not tense. A few hours later, the patient had increased pain with passive stretch, paresthesia up to his knee, and tense anterior compartment. The decision was made to do an emergent fasciotomy. The surgery was uncomplicated, but the post-op course was complicated by incision site infection. The patient has been progressing well and undergoing physical therapy with no gross motor or sensory deficits. Discussion: Acute compartment syndrome can be a rapidly progressing injury, and it is therefore vital to keep it high on the differential in patients complaining of pain with passive stretch and paresthesia. Serial physical exams with this patient ensured the fasciotomy was not delayed. While this report is a classic example of acute compartment syndrome, it can aid in the education of preclinical students. Next steps include incorporating this case and worksheet into MSK curriculum to determine if it leads to improved scores on standardized MSK exams.
Adaptability in Medical Education: 2nd Annual Indiana University School of Medicine Education Day Program
(IUSM, 2021-04-22) Kochhar, Komal
Program for the 5th annual Indiana University School of Medicine Education Day held virtually on April 22, 2021. An inherent challenge of operating a large multi-campus educational system is being able to provide professional development opportunities for all our medical educators across the state. To address this need, we implemented an annual “Education Day” at Indiana University School of Medicine to promote educational scholarship across our nine-campus system. Held each spring, Education Day showcased the educational scholarship of our faculty, staff, and learners, and provided a forum to share best educational practices and forge new collaborations in educational research.
Adoption and Attitudes of AI Large Language Models in Academic Settings and Beyond
(2024-04-26) Gomez, Victoria; Balle, Megan; McNulty, Margaret
Introduction and Objective: Large Language Models (LLMs) such as ChatGPT are artificial intelligence tools that have received significant attention regarding use in educational settings. The purpose of this study was to begin to obtain a clearer picture regarding how students and instructors are currently using LLMs so educational policies and practices can be modified appropriately to incorporate the quickly advancing technology. Materials and Methods: In an IRB-approved study, current students and instructors in health professional programs were asked to complete a survey that collected demographics, perceptions, and use of LLMs through Likert and free response questions. Descriptive statistics were performed on Likert items and free responses were analyzed using a thematic analysis framework. Results: The survey received 38 viable student responses and 21 from instructors. Overall, there was limited adoption of LLMs among students. ChatGPT was the most commonly used LLM. Of student respondents, 39.5% reported never using LLMs in their academic career. Of those not currently using an LLM, 35% did not plan to start, citing a lack of understanding. Students were more likely to perceive using LLMs as “lazy” and “cutting corners,” and primarily used it to create practice questions and/or as a search engine. Similarly, 22% of instructors never used LLMs in their academic career, though compared to students they felt there was more opportunity for LLMs in an academic setting. Indeed, 29% of students reported instructors spending time discussing the use of LLMs, while 21% of students reported instructors implementing the use of LLMs on assignments. The most common way instructors used LLMs themselves was for writing assistance such as cover letters and emails. Conclusion: These preliminary results indicate students and instructors are not yet extensively using LLMs in an academic setting, but instructors indicate there is potential for AI in higher education. With increased use and frequent updates, the possibilities of LLMs are likely not yet fully realized. Should current trajectories hold, LLMs could lead to substantial reform in medicine and medical education. Differences between how students and instructors perceive LLMs indicate a need for more discussion regarding how the technology can be practically integrated in educational settings, including clearer ethical guidelines. Significance/Implication: With AI and LLMs’ rising popularity and frequent improvements, it is vital to consider its use within and implications on the ever-changing medical school curriculum, including ongoing monitoring of use and application of LLMs by both students and educators.
Advancing AI in Medical Education: Understanding the Malpractice Landscape
(2024-04-26) Stephanian, Brooke; Karki, Sabin; Schantz, Eli
An Assessment of ChatGPT’s Performance as a Patient Counseling Tool: Exploring the Potential Integration of Large Language Model-based ChatBots into Online Patient Portals
(2024-04-26) Price, Charles; Brougham, Albert; Burton, Kyle; Dexter, Paul
BACKGROUND: With the advancement of online patient portals, patients now have unprecedented access to their healthcare providers. This has led to increased physician burden associated with electronic inbox overload [1]. Recent developments in artificial intelligence, specifically in Large Language Model-based chatbots (i.e. ChatGPT), may prove to be useful tools in reducing such burden. Can ChatGPT reliably be utilized as a patient counseling tool? ChatGPT can be described as “an advanced language model that uses deep learning techniques to produce human-like responses to natural language inputs” [5]. Despite concerns surrounding this technology (i.e. spreading of misinformation, inconsistent reproducibility, “hallucination” phenomena), several studies have demonstrated ChatGPT’s clinical savviness. One study examined ChatGPT’s ability to answer frequently asked fertility-related questions, finding the model’s responses to be comparable to the CDC’s published answers in respect to length, factual content, and sentiment [6]. Additionally, ChatGPT was found capable of achieving a passing score on the STEP 1 licensing exam, a benchmark set for third year medical students [7]. OBJECTIVE: This study aims to further evaluate the clinical decision making of ChatGPT, specifically the ability for ChatGPT to provide accurate medical counseling in response to frequently asked patient questions within the field of cardiology. METHODS: 35 frequently asked cardiovascular questions (FAQs) published by the OHSU Knight Cardiovascular Institute were processed through ChatGPT 4 (Classic Version) by OpenAI. ChatGPT’s answers and the provided answers by the OHSU Knight Cardiovascular Institute were assessed in respect to length, factual content, sentiment analysis, and the presence of incorrect/false statements. RESULTS: When comparing ChatGPT’s responses to the 35 FAQs against the published responses by OHSU, Chat GPT’s responses were significantly longer in length (295.4 vs 112.5 (words/response)) and included more factual statements per response (7.2 vs 3.5). Chat GPT was able to produce responses of similar sentiment polarity (0.10 vs 0.11 on a scale of -1 (negative) to 1 (positive)) and subjectivity (0.46 vs 0.43 on a scale from 0 (objective) to 1 (subjective)). 0% of ChatGPT’s factual statements were found to be false or harmful. CONCLUSIONS: The results of this study provide valuable insight into the clinical “knowledge” and fluency of ChatGPT, demonstrating its ability to produce accurate and effective responses to frequently asked cardiovascular questions. Larger scale studies with an additional focus on ChatGPT’s reproducibility/consistency may provide important implications for the future of patient education. Implementation of AI-based chatbots into online patient portals may prove to be assistive to physicians, alleviating the growing burden of electronic inbox volume.
An Analysis of Indiana Youth Group Demographics
(Proceedings of IMPRS, 2023-01-26) Gross, Rachel; Abraham, Olivia; Messmore, Niki
This study examines the demographics of the youth attending Indiana Youth Group (IYG) programs and how the demographics of the IYG attendees compare to youth in Marion County, Indiana at large. Indiana Youth Group is a center based in Indianapolis that serves LGBTQ+ youth ages 12-24 that creates safer spaces to build community and offers harm-reduction programs that empower youth to build confidence, explore their identities, and foster friendships. IYG provides a wide array of programs free of charge, including basic needs, support groups, arts and crafts, sexual health education, STI/HIV testing, case management, mental health counseling, and affinity groups to lessen the impact of stressors most faced by LGBTQ+ youth and increase self-efficacy. Based on our analysis of demographic data from the 2020 IYG Annual Report and the 2020 Indiana Youth Institute (IYI) County Snapshots, we found that IYG attendees are less diverse than the greater Marion County youth population in terms of race in 2020. IYG serves a higher proportion of white youth and a lower proportion of Black and Hispanic/Latinx compared to the Marion County population. Our study proposes the following strategies to broaden outreach to racially minoritized populations: identify and build relationships with trusted community-based organizations (CBOs) within Black, Indigenous, and People of Color (BIPOC) communities, invest in health education and health literacy, and increase language access by conveying program information through trusted community messengers. Organizational changes could include cultural competency and social justice training for staff that specifically focuses on the intersection between systemic racism and LGBTQ+ oppression.

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