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Item Fostering Interprofessional Education During Required Clerkships for Medical Students Across Regional Campuses(Journal of Regional Medical Campuses, 0024-12-15) Freed, Stephanie; Birnbaum, Deborah R.; Schwartz, Jennifer E.; Ko, Paul; Christman, Megan; Wallach, Paul M.It remains complex and challenging to deliver interprofessional education at medical schools with geographically distributed campuses. Indiana University School of Medicine (IUSM) expanded its interprofessional education directly into clinical training by implementing a simple exercise in required clerkships on all nine of its campuses and with various health system partners that achieves the goals of interprofessional education and in which students find value. Methods Between the academic years 2022-2023 and 2023-2024, IUSM medical students on every campus and across health systems, interviewed and reflected on the role of one healthcare professional involved in the care of a patient during each required clinical rotation. They interviewed different healthcare professionals and/or healthcare professions students to gain broad exposure and perspectives. Results All IUSM students on all its campuses interacted with a variety of healthcare professionals during their 3rd and 4th year clinical rotations statewide (n=6357 encounters). Across all campuses, 88% of interactions occurred with healthcare professionals rather than healthcare professions students. Statewide, between 84% and 95% of students reported that they ‘Strongly Agreed/Agreed’ that the experience contributed to the development of their interprofessional collaboration skills and knowledge, and that they found the assignment valuable. Conclusion Our interprofessional assignment offers medical schools with multiple campuses a promising solution to the challenges of delivering high-quality, and meaningful interprofessional education. It requires minimal to no resources, ensures comparability, and helps prepare students for real-world teamwork.Item Scholarly Concentrations: A Novel Platform for Delivery of Health Systems Science Exposure and Highlighting Unique Learning Environments Across the Nine Campuses of Indiana University School of Medicine(0024-06-04) Birnbaum, Deborah R.; Allen, Bradley L.; Wallach, Paul M.; Walsh, SarahItem Integrating an interprofessional educational exercise into required medical student clerkships – a quantitative analysis(BMC Medical Education, 0025-02-01) Schwartz, Jennifer E.; Ko, Paul; Freed, Stephanie; Safdar, Neelum; Christman, Megan; Page, Renee; Birnbaum, Deborah R.; Wallach, Paul M.Purpose: Medical students are integrated into an interprofessional team to help them learn how to provide effective, patient-centered care. Indiana University School of Medicine (IUSM) introduced a unique, easy-to-implement interprofessional exercise into each clerkship to improve students’ understanding of each professional’s contribution to patient care. Methods: Between 2022 and 2023, IUSM medical students interviewed a variety of healthcare professionals engaged in the care of mutual patients using a template of questions; they wrote a brief report and evaluated the experience. Students interviewed a different professional in each clerkship to broaden their exposure. Results: 3088 encounters occurred, 68% at the Indianapolis campus and 32% at regional campuses. More than 82% of students agreed or strongly agreed to each of the following prompts regarding the exercise: aided their understanding of the benefits of an interprofessional team to patient care, better understood when participation of the specific healthcare professional would benefit their patient, the experience contributed to their understanding of the role of that profession within the healthcare team, their confidence in engaging other healthcare professionals on the health care team improved, and the experience aided in understanding of their own role as a member of the health care team. Conclusion: This exercise was easy to implement across a multi-campus system and improved student comprehension of the interprofessional team and indications for their engagement in patient care.Item A Taste of Agile to Create Change in Medical Education(2024 AAMC Group on Regional Medical Campus Conference, 0024-06-03) Birnbaum, Deborah R.; Sipes-Fears, Debra; Rohr-Kirchgraber, Theresa; Breffle, KellyA Taste of Agile provides an introduction to developing an agile mindset and will model and dive into two agile tools. Participants will get an overview of agile science and participate in an Innovation Forum, an agile tool used for idea generation and problem solving, to help solve a problem specific to regional campuses. Participants will also use a reflection tool to generate timely, actionable, nonjudgmental feedback. In addition to learning how to use these tools, participants will get tips on how to apply these tools back at their jobs, and other resources to learn agile change that can be applied in medical education and health care.Item A Taste of Agile to Create Change in Medical Education(2024 AAMC Staff Track Conference, 0024-09) Birnbaum, Deborah R.; Sipes-Fears, Debra; Rohr-Kirchgraber, Theresa; Breffle, KellyChange is difficult. It is frequently stated that it takes an average of 17 years for research evidence to reach clinical practice. Over the past decade, an interdisciplinary team of scientists at Indiana University developed agile methods to design, implement, and diffuse evidence-based behavioral and social science interventions. Such methods incorporate rapid, iterative, and adaptive problem-solving techniques that are based on insights from agile science. Agile science integrates findings from behavioral economics, complexity science, and network science to understand, predict, and nudge the behavior of both an individual human and that of a social organization of humans such as a healthcare delivery system or medical school. While earning a graduate certificate in Innovation and Implementation Science, I became curious about the use of agile science in education, in general, and medical education and interprofessional education, in particular. A literature search indicated that little of agile science has found its way into traditional education, medical education or interprofessional education. In working with classmates also engaged in educating the next generation of health care providers, we believe this approach holds great promise, is completely feasible for medical education and is transferable to any institution. A Taste of Agile provides an introduction to developing an agile mindset and will model and dive into two agile tools. Participants will get an overview of agile science and participate in an Innovation Forum, an agile tool used for idea generation and problem solving, to help solve a problem specific to staff. Participants will also use a reflection tool to generate timely, actionable, nonjudgmental feedback. In addition to learning how to use these tools, participants will get tips on how to apply these tools back at their jobs, and other resources to learn agile change that can applied in medical education and health care.Item Impact of parallel planning on residency match rate success(Springer Nature, 2025-03-19) Rusk, Debra S.; Holt, Ashley; Harvey, Brianna; Shanks, Anthony L.Background: Medical students targeting competitive specialties or those with lower competitiveness for their preferred specialty are encouraged to parallel apply to a less competitive field. The AAMC provides data on the number of applicants who parallel apply but little information exists on their match success. Objective: Our objective is to describe the success rates for students who parallel apply to more than one specialty. Methods: Following IRB exemption, a retrospective cohort study of Indiana University School of Medicine graduates from the 2021–2024 residency match cycles was conducted. ERAS data and match reports were reviewed to identify students who parallel applied to more than one specialty, determining their match outcomes. Subgroup analyses were performed based on specialty type, and descriptive statistics were reported. Results: Between 2021 and 2024, 1,411 IUSM students applied for the match, with 225 (16%) having a parallel plan; 39% of these students matched into their preferred specialty, 56% into their parallel specialty, and 5% did not match. The most common parallel plan specialties were Anesthesiology, Orthopaedic Surgery, and OBGYN. There were no statistically significant differences in parallel application rates among surgical, hospital-based, and primary care specialties. Conclusions: Our study shows that 1 in 6 students will apply to a parallel specialty, with more than half matching into their parallel plan, making it a viable strategy for those targeting competitive specialties or with lower competitiveness. We found no difference in application rates between surgical, hospital-based, and primary care specialties, emphasizing the need for individualized competitiveness guidance.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 S.; Walvoord, Emily; Dafoe, Erin; Wallach, PaulPURPOSE: 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.Item Recruiting to Regional Campuses: Using Scholarly Concentrations Model Across Eight Campuses at Indiana University School of Medicine(2022-04) Birnbaum, Deborah R.; Wallach, Paul M.; Rojas, MichelleItem Assessing a Longitudinal Educational Experience for Continuous Quality Improvement(2022-11) Birnbaum, Deborah R.; Masseria, Anthony; Walsh, Sarah; Rojas, MichelleItem Assessing a Longitudinal Educational Experience for Continuous Quality Improvement(2023-06) Birnbaum, Deborah R.; Masseria, Anthony; Walsh, Sarah