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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, SaraItem Needs Assessment of a Minimally Invasive Gynecologic Surgery (MIGS) Curriculum: Perspectives of Recent OB/GYN Graduates(2025-04-25) Bode, Leah; Dadrat, Alexandra; Spielman, Sara; Picklesimer, MaKayla; Gnade, Colette; Oshinowo, AdeotiIntroduction Current Accreditation Council for Graduate Medical Education (ACGME) guidelines for endoscopy and laparoscopy training are vague, and previous research indicates a significant proportion of graduating obstetrics and gynecology (OB/GYN) residents feel inadequately trained in minimally invasive gynecologic surgery (MIGS). Study Objective The study evaluates the experience of recent Indiana University School of Medicine (IUSM) OB/GYN residency graduates and assess the need for an enhanced MIGS curriculum. Methods This study surveyed 51 IUSM OB/GYN residency and fellowship graduates (2018-2022) using Likert-type items to assess satisfaction with the curriculum, confidence in robotic and laparoscopic skills, frequency of skills simulation, confidence performing various hysterectomy methods as lead surgeon, and current MIGS utilization in practice. Bivariate analysis, Pearson correlation, and thematic analysis of open-ended responses were performed. Results Twenty-eight graduates (55%) responded. While 80% expressed satisfaction with the overall quality of MIGS training, only 70% felt adequately prepared to perform laparoscopic hysterectomy and 28% felt prepared for robotic surgery post-graduation. A strong positive correlation (r=.63, p < .0001) existed between training in robotic operating room (OR) team dynamics and perceived preparedness for independent robotic surgery. Most trainees (74%) expressed interest in robotic certification if readily available. Key themes from open-ended responses included the importance of early robotics exposure and protected time for MIGS simulations. Conclusions These findings reveal that graduates under the current IUSM curriculum do not feel adequately prepared for laparoscopic and, especially, robotic surgery. The significant disparity between laparoscopic and robotic skill comfort highlights the need for a robust, standardized MIGS curriculum. We hypothesize this needs assessment and overlapping resident and fellow curriculum will provide the framework for an optimal MIGS curriculum, better equipping OB/GYN graduates for evolving gynecologic surgeryItem Student Use and Perceptions of a Human Structure Anki Flashcard Deck(2025-04-25) Peipert, Leah J.; Sondreal, Abigail; Flom, Brandon; Robertson, Kyle; Izah, Ike; Hoffman, Leslie; Vargo-Gogola, Tracy; Husmann, PollyIntroduction: Anki is a free, open-source flashcard software program designed to incorporate spaced repetition that has become a popular study tool among medical students.1,2 Medical schools rarely provide students with an Anki deck correlated with their curriculum, and students instead utilize self-made or publicly available pre-made decks. Study Objectives: Our study aimed to analyze the use and perceptions of a free Anki deck provided to students by the Human Structure course administration. Methods: Medical students were granted access to a Human Structure-specific Anki deck through the course website. Surveys were distributed following completion of the Human Structure course to assess students’ use and perception of the Anki deck. Survey questions addressed frequency and duration of use, barriers to usage, and deck organization, as well as overall satisfaction. Results: Survey respondents included 108 participants, 29% of the Class of 2029. Of those who responded, 83% utilized the provided Anki deck with an average daily usage of 86 minutes. The most common reported barriers to using the Anki deck included “overwhelmed by the number of cards” (65.7%, N=71), “information overload” (40.0%, N=41), and “not enough time” (37.0%, N=40). The majority of respondents found the Anki deck to be “somewhat organized” (45.4%, N=49) or “extremely organized” (18.5%, N=20). The overall satisfaction rating on a scale of zero to 100 was 73. Conclusions: Access to course-specific Anki decks may be a useful tool for students during preclinical medical education.Item Prompt Development 101 for Medical Educators: Crafting Effecting GenAI Prompts(2025-04-25) Dolan, Levi; Khirallah, Samar; Cale, Andrew; Shanks, AnthonyIntroduction/Background As the effects of Generative AI (GenAI) reverberate throughout higher education, interactive learning and technological skill development are necessary. Prompt engineering is the practice of crafting specific instructions, called "prompts", to guide artificial intelligence models, particularly large language models (LLMs), to generate desired outputs through iteratively utilizing learned techniques. Prompt engineering has emerged as a critical competency for effectively leveraging artificial intelligence tools in medical education and professionalization contexts. Study objectives/hypothesis This workshop aims to provide learners with best practices for prompting by incorporating hands-on practice. The goal is to move users beyond the “playing around” stage of GenAI and allow them to incorporate this powerful tool into their work. The workshop objectives are to: Introduce fundamental prompt engineering concepts and summarize best practices Apply these skills in an interactive workshop and critically analyze prompting strategies Explore security considerations in GenAI applications relating to medical education Methods A structured, hands-on workshop will be conducted with the following approach: Instructor-led introduction of prompting concepts Guided prompt implementation on personal computing devices Collective result sharing and discussion Resource sharing on institutional security guidance Results Attendees can expect to walk away with: Increased understanding of prompt engineering principles Experience with iterating and critically evaluating AI-generated responses New applications for GenAI in participant workflow Enhanced awareness of potential data ethics and security considerations in GenAI useItem Exploring Motivations for a Career in Geriatrics: Perspectives from fellows and recent graduates(2025-04-25) O'Connor, Mary; Unroe, KathleenBackground: Recent literature reports declining numbers of medical trainees pursing a fellowship in geriatrics. The few qualitative studies that seek information as to why medical trainees choose geriatrics focus on what the subjects dislike about the field. The purpose of this study is to determine factors that motivated recent medical residency or fellowship graduates to pursue a career in geriatrics and gather information on the positive aspects of their career. Methods: 13 eligible participants were interviewed, either current geriatric fellows or graduates from an accredited geriatric fellowship in the U.S. within the last 6 years. Interviews were transcribed and coded by the research team. Results: There were 18 codes identified that were then divided into four themes: 1) personal experiences with older adults and geriatricians; 2) distinguishing characteristics of geriatrics as a specialty; 3) benefits and challenges of a career in geriatric medicine; and 4) expectations and recommendations for the future of geriatrics. Responses suggested close relationships with older adults, early clinical experiences in geriatrics, and having geriatrician mentors were common motivating factors. Benefits of a career in geriatrics, including good work-life integration, flexible career paths, supportive work environments, appreciative patients and caregivers, and making an impact, were met with challenges related to increased medical complexity and working in a system that does not value preventative care or the needs of older adults. Participants discussed the need for increased exposure to geriatrics in medical training and the need for geriatrics to further evolve as a specialty. Conclusions: Common motivating factors included personal relationships with older adults and early clinical exposure to geriatrics. Findings suggest that participants consider their work to be rewarding with many lifestyle benefits, and the declining number of medical trainees pursuing geriatrics should be met with efforts to increase exposure to the field early in medical training.