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Item Preclinical Medical Student Perceptions of Two Exam Feedback Approaches(2025-04-25) Gasaway, Elsie; O'Loughlin, Valerie DeanIntroduction: Medical school requires students to learn abundant information in a short period of time. Feedback is a critical component of this learning process, allowing students to learn from their mistakes. At Indiana University School of Medicine (IUSM), preclinical course feedback includes post-exam reviews. The first two basic science courses, Human Structure (HS) and Molecules to Cells and Tissues (MCT), differ in post-exam review format. HS provides a delayed post-exam review and MCT provides an immediate post-exam review, leading to subjective student accounts regarding utility and preference. Objective: This study examines IUSM-Bloomington medical students’ perceptions of HS versus MCT post-exam review utility. The present research builds upon an initial study, which examined class of 2026 HS versus MCT post-exam feedback, to identify if themes persist across academic years. Methods: Five class of 2026 and six class of 2027 IUSM-Bloomington students participated in one or two focus groups, respectively, to discuss their HS and MCT post-exam feedback experiences. Thematic analysis was used to interpret the data. Results: Thematic analysis identified 16 themes and eight subthemes, each of which were categorized as ‘helpful’ or ‘unhelpful’ aspects of post-exam reviews. Helpful MCT feedback components included immediate score access, written explanations, and opportunities for metacognitive practice. HS offered benefits such as the ability to collaborate, and review with renewed focus. Students mentioned feedback could elicit positive or negative emotions, which impacted engagement. Students also described useful aspects of feedback that were lacking in the current post-exam reviews. Perceptions were largely consistent; however, differences emerged across cohorts regarding HS post-exam review convenience. Conclusions: Our study suggests that certain components of post-exam feedback are necessary for it to be valuable to students. Implementing minor changes in preclinical post-exam reviews at IUSM could provide substantial benefit to students, leading to greater feedback utilization and learning gains.Item Association of Socio-Demographic Factors and Social Determinants of Health with Physical Activity Level in Patients with Disabilities(2025-04-25) Clark, Austin; Mangum, Joshua; Muvuka, Baraka; Guerrero, JonathanBackground: Regular exercise has been shown to improve health outcomes and an important component of preventative medicine. The CDC has shown that patients with disabilities get less regular exercise than patients without disabilities. Identifying groups with low physical activity levels, such as patients with disabilities, and the barriers to physical activity can guide policy and decision making to improve health outcomes. This study examined associations between social determinants of health (SDOH) and physical activity levels. Methods: This retrospective study focused on patients with disabilities admitted at 3 urban hospitals in Northwest Indiana between January 2021 and April 2024. SDOH were screened and participants were selected based on CDC’s disability categories (Cognitive, Mobility, Vision, Hearing, Independent Living, and Self Care). Physical activity level was based on exercise minutes per week: Inactive (IA)=0 minutes, Insufficiently Active (ISA)=<150 minutes, and Sufficiently Active (SA)=150+ minutes. Results: 705 patients with disabilities with recorded physical activity levels were identified. No significant differences were found in physical activity levels between disability categories. The IA group differed significantly from both SA and ISA groups in Age Group, Social Connections Risk, and Length of Stay (p=<0.01). The SA and ISA groups showed significant difference in Financial Resource Risk (p=.045). Regression Analysis showed an increased risk for physical inactivity as Age increased (p=<.001), as well as patients with public insurance compared to private (p=0.02). Conclusion: Age is a common risk factor for reduced physical and the association of lower physical activity with Financial Resource Risk and Social Connections Risk is not novel, but further studies using larger samples may offer insight for future interventions. Future research would benefit from more specific physical activity data from patients with disabilities that may also give insight into adaptive interventions to improve exercise levels in this population.Item Utilization of Lecture-Based and Simulation-Based Teaching of Trauma-Informed Care in First-Year Medical Curriculum(2025-04-25) Kerns, Elizabeth; Gasaway, Elsie; Baumberger, Geneva; Husmann, PollyIntroduction: Trauma-informed care (TIC) has become increasingly recognized in clinical practice and medical education. It is essential that medical students understand how to provide care using a trauma-informed approach before entering the clinical environment. With various modalities for teaching TIC, best practices for medical student education should be established. Therefore, instructional methods for teaching TIC principles must be evaluated with similar appraisal to other clinical skills. Objective: This study evaluates the effectiveness of an introductory trauma lecture and intimate partner violence (IPV) simulation in teaching TIC to medical students. Methods: First-year IUSM-Bloomington medical students attended a 1-hour lecture about trauma followed by an optional peer-led IPV simulation. De-identified data was collected at this time for quality improvement, including a pre/post-lecture survey (n=29), and a post-simulation survey (n=5) and focus group transcription (n=6). The present study used retrospective analysis to further explore this data. Lecture survey data was analyzed using a Wilcoxon signed-rank test. De-identified data for dissemination was deemed not human-subjects research. Results: Lecture survey data indicated that participants felt significantly more confident in identifying red flags of domestic violence, mandatory reporting, safety planning, and considering TIC in patient encounters. Simulation survey data revealed decreased confidence with TIC, which participants attributed to an awareness of their limited knowledge. During the focus group, participants recognized the simulation as an effective learning tool and emphasized the importance of widespread TIC education and more practice-based learning opportunities. Conclusions: The data suggest that lecture based-learning can increase medical student confidence in their ability to conduct TIC. Additionally, simulation-based learning provides a potential avenue to advance TIC education. Students express favorable views towards experiential learning through simulation and report positive learning outcomes. Integrating TIC curriculum into medical school could enhance students’ confidence in applying a trauma focused approach to patient care.Item Celiac Disease in Medical Curriculum(2025-04-25) Kerns, Elizabeth; Husmann, PollyIntroduction/Background: Students attending US medical schools are often turning to commercial resources as a primary learning tool during their preclinical years. However, the quality and content of the material presented within these sources has not been widely studied. This study sought to compare sources of preclinical medical education using celiac disease, a common autoimmune illness. Celiac disease has an exceedingly variable range of presentations across many body systems, including subclinical symptoms. Despite accessible testing and treatment, most individuals with celiac have not been diagnosed, imposing significant disease burden. Study objective/Hypothesis: This study sought to evaluate and compare the IUSM preclinical curriculum and popular commercial resources regarding their presentation of celiac disease. Methods: After conducting a literature review, an evidence-based rubric was created to evaluate information about celiac disease. The rubric was applied to the IUSM preclinical curriculum and USMLE World, First Aid for the USMLE Step 1, and Boards and Beyond, commercial resources widely used by preclinical medical students. Results: The IUSM curriculum scored higher overall and higher in all but one category than all the commercial resources. USMLE World had the highest score of the commercial resources. All sources showed deficits in two or more categories. Conclusions: All sources assessed exhibit opportunities for improvement. However, the IUSM curriculum presented more thorough information regarding celiac disease. Although the commercial resources included within this study are used by students to prepare for standardized exams, they may be more concerned with improving test scores than providing students with the information needed to become effective physicians. Students may gain more complete information regarding celiac disease from the IUSM curriculum.Item Scholarly Medical Student Engagement in Public Health Research(2025-05-25) Benaderet, Amanda D.; Birnbaum, Deborah R.; Tierney, William T.Item Scholarly Concentrations Program: Contributing to Student Satisfaction(2025-05-25) Birnbaum, Deborah R.; Masseria, Anthony; Polanco, Michelle MarieIntroduction/Background: The Indiana University School of Medicine Scholarly Concentrations Program was launched in summer 2019 with 11 concentrations, at least one on each campus, and several goals, including enhancing student experience and satisfaction, and enhancing campus and IUSM reputation. Currently, there are 16 concentrations, nearly 500 student participants, nearly half on regional campuses, and more than 250 faculty, staff and community partners engaged. Study objective/Hypothesis: The study objective is to assess student satisfaction with the program and if the program is achieving its goal around regional campus recruiting and retention. Methods: Between the academic years 2021-2022 and 2024-2025, students participating in the Scholarly Concentrations Program were asked to complete an annual program survey. While the majority of the survey is consistent across class years, MS4s are asked “end of program” questions. Results: Scholarly Concentrations Program participants are increasingly satisfied with the program according to multiple metrics. In addition, by virtue of their work with faculty, peers and/or local collaborators, 85% feel engaged with their campus. Additionally, 94% of graduating students say the program strengthened their CV/interviews during residency search. Between 25% and 50% of MS3s and MS4s on regional campuses say the program increased their interest in remaining at their home campus beyond Phase 1. Conclusion: Our Scholarly Concentrations Program is helping to increase student satisfaction with their medical education experience, in generally, and on regional campuses, in particular. While this is a relatively new development, and we know that there are many factors impacting a student’s desire for a particular campus, we believe the program is having a positive impact. To further explore this and gain feedback after graduation, questions are being added to the school’s PGY-1 survey.Item Improving Cancer Screening Rates Through Resident-led Teaching Initiative at a VA Primary Care Clinic(2025-04-25) Kumar, Paresh; Lehr, Trevor; Kneen, Kassy; Siebert, MarielleItem Exploring Health Equity Gaps in the Administration of Regional Anesthesia for Surgical Interventions(2025-04-25) Sidhu, Angad; Matthias, MarianneThis review aimed to identify and synthesize existing literature on racial and ethnic disparities in the administration of regional anesthesia for patients undergoing surgical procedures. A comprehensive search of PubMed, Embase, and Ovid MEDLINE, supplemented by manual reference screening, yielded 4,931 articles, of which 26 met inclusion criteria following title, abstract, and full-text review. Studies were categorized by surgical intervention type—breast, general, and orthopedic surgery—to assess disparities in regional anesthesia administration. Additionally, system- and patient-level factors influencing these differences were examined. The findings demonstrate consistent evidence of racial and ethnic disparities in the receipt of regional anesthesia. Further research is needed to understand the underlying causes and inform strategies to promote equitable anesthesia care.Item Seeing Eye-to-Eye: Examining the Ethical Dilemma of Medicaid Refusal in Pediatric Ophthalmology(2025-04-25) Tharp, Margaret; Beckman, Emily; Hartsock, JaneItem Evaluating Resident Competency in Leading Neonatal Resuscitation Using a Validated Tool(2025-04-25) Gegick, Margaret; Kane, Sara