| Authors: | Kayla Leiber OMS-II, Jessica Hecker OMS-II, Dr. Wayne Parker Pharm.D. |
| Background: | The prevalence of opioid overdoses has reached alarming levels, largely driven by over-prescribing, illicit use, and insufficient education or intervention. Evidence from various states indicates that targeted interventions can effectively reduce overdoses, specifically with the use of Narcan. This initiative aims to increase Narcan education and awareness while also demonstrating a successful model for other programs to replicate. |
| Purpose: | Our program focuses on distributing Narcan to organizations, schools, and healthcare professionals. Our initiative emphasizes training on Narcan administration and promotes broader community engagement in overdose prevention. By spreading awareness and facilitating safer practices, we aim to decrease the incidence of opioid overdoses in our region. |
| Description: | Narcan education and distribution was accomplished by reaching out to organizations in communities across the state. Our program educated medical students on how and when to use Narcan and provided guidelines on safer prescribing practices. We also trained school teachers, nursing students, college students, police, and various organizations. Our presentations provided background on the opioid epidemic and provided guidelines on the use of Narcan. Narcan kits were given to participants following our trainings. |
| Conclusions: | Our program has largely increased Narcan education and distribution in the region and became one of the state’s top distributors of Narcan. We have provided greater odds of successful intervention in the event of an opioid overdose in our target communities and have greatly increased public awareness. In educating medical and nursing students on the opioid epidemic, we have also increased awareness amongst the next generation of healthcare workers. |
| Authors: | Britton Ethridge OMS-IV, Cory Dixon OMS-III, Vincent Alexander OMS-III, Michael Ernst OMS-III, Christina Kennedy PhD |
| Background: | Medical school curriculum faces growing educational demands, and there is an increased expectation for extracurricular expectations, notably in research, to match into residency. This necessitates a shift from superficial to deep learning methods, focusing on understanding and integrating knowledge within the curriculum into clinical practice. Medical educators and students must adopt efficient learning strategies to ensure excellence in medical practice. |
| Methods: | Preclinical students learned three topics through different methods: recorded lectures (auditory/visual), reading transcripts with images (reading/visual), and answering multiple-choice questions with immediate feedback (MCQ-RR). Each 40-minute learning session was conducted in a controlled environment, allowing self-paced study. Post-tests taken 40-56 hours later assessed learning effectiveness. The study used ANOVA and Tukey’s HSD for analysis, with results presented in bar graphs. The effectiveness of each method was statistically compared using Kruskal-Wallis and Dunn post-hoc tests, aiming to identify the most effective instructional approach. |
| Results: | Fourteen participants were divided into three groups, each learning the same topic every week for three weeks using different methodologies: multiple-choice questions (MCQ), video, and reading. The results indicated that students generally scored higher using the MCQ method across all topics. The MCQ method was the next most effective, showing the highest scores in two of the three topics. The reading method had the lowest overall scores, only equaling the video method in the hematology topic. The study aimed to compare the effectiveness of different learning methods by topic. |
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The study suggests that multiple-choice questions (MCQs) provide a more efficient learning strategy for medical exam preparation than traditional didactic learning methods like lectures or reading. MCQs enhance understanding and retention of complex concepts, supporting active learning and critical thinking in medical education. The study suggests MCQs also positively impact clinical decision-making skills, indicating a need for further research in this area, particularly with USMLE Step 2 CK and Step 3 questions. Overall, it advocates for focusing primarily on MCQs in medical students' study strategies for exams and clinical practice. |
| Authors: | Madilyn Carney (OMS II), Mary Ellis Thornton (OMS II), Kavya Avancha (OMS II), James Nolin (NP) |
| Abstract: |
The need for telehealth grew greatly during the COVID-19 pandemic and has continued to be a popular method for patients to visit their physicians. As telemedicine has expanded and become an integral part of a physicians’ daily life, a question presents itself: how does one translate an in-person visit to a virtual one? Therefore, we proposed a research study to assess the need to incorporate more telehealth education in the medical school curriculum. We began by surveying 3rd and 4th year medical students at Alabama College of Osteopathic Medicine (ACOM) to see how often they conducted or were exposed to telehealth visits during their clinical rotations. In addition, we also assessed their confidence in performing a telehealth visit along with which part of the clinical encounter was most difficult for the students. Based on these responses, we determined that there is a need for a more established addition to the curriculum regarding telehealth education. In this paper, we also proposed a variety of possible solutions to fulfill this need so that future medical students will feel fully prepared when encountering a patient virtually. |
| Authors: | Madhu Baskaran OMS-II and Kyle Roe OMS-II |
| Background: |
The healthcare needs of minority and underserved populations, including those who are Black, live in food-insecure areas, have low or no health insurance, and possess low health literacy, are often unmet due to gaps in physician preparedness. Medical schools play a crucial role in equipping future physicians with the knowledge and skills to address these disparities. The Alabama College of Osteopathic Medicine (ACOM) emphasizes preparing its students to serve underserved communities. However, the extent to which ACOM's curriculum prepares students for this responsibility remains unclear. |
| Purpose: | This study aims to assess the perceived preparedness of ACOM third- and fourth-year medical students to address the healthcare needs of diverse and underserved populations during their clinical rotations. The study also seeks to identify any gaps in the current curriculum that may hinder students' ability to provide culturally competent care. |
| Description: | A cross-sectional survey was sent via email to third- and fourth-year students during the Fall 2024 semester. The survey measured students' perceived preparedness to care for diverse patient populations based on factors such food insecurity, health insurance status, and health literacy. The data will be analyzed using statistical methods to evaluate differences in preparedness and determine how students' perceptions evolve throughout their clinical experiences. |
| Conclusion: | Insights gathered from the survey will help inform curriculum improvements at ACOM, ensuring that future graduates are better equipped to meet the needs of minority and underserved populations. |
| Authors: | Louis Meyerson, OMS-II; Kristen Helms, PharmD |
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Background: |
Health Systems Science (HSS) is a comprehensive, multi-disciplinary field for understanding the health care system, health care delivery, and improving patient care from a population level. Despite a push to integrate HSS into the medical school curricula, the approach to this integration has not been well defined. We assessed the integration of Health Systems Science in both allopathic and osteopathic medical schools to inform curriculum development at Alabama College of Osteopathic Medicine (ACOM). |
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Methods: |
A survey was developed through Qualtrics to assess the integration of the eleven HSS domains in medical school curricula. Upon IRB approval, the survey was disseminated through Michigan State University’s DR-ED, a listserv system used for medical education. Both allopathic and osteopathic medical schools were included
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Results: |
We received a total of 55 responses. Of these responses, 22 allopathic medical schools and 10 osteopathic medical schools had complete responses. Of the 22 allopathic medical schools surveyed, 54.4% included all 11 domains within their curricula. Of the 10 osteopathic medical schools surveyed, 50% included all 11 domains. The most common domain included in both allopathic and osteopathic medical school curricula was Population, Public, and Social Determinants of Health (100%). The least common domain was Change Agency, Management, and Advocacy (65.6%). |
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Discussion: |
The results of this survey suggest that there is variability in what Health Systems Science domains are integrated into the medical school curricula. Further assessment is needed to determine best approaches to integration. |
| Authors: | Kristen Helms, PharmD Jeffery Johns, DO Meg Barros, OMS-III Alex Bennett, OMS-III Taylor Nakashima, OMS-III |
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Background: |
Previous studies have shown barriers to OMT practice in clinical years following preclinical curriculum which concluded that OMT practice by DO’s is declining (Healy, C., Brockway, M. & Wilde, B.). However, limited research regarding the impact that OMT and osteopathic philosophy has on the patients has been conducted. |
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Methods: |
An anonymous survey was administered to ACOM Standardized Patients (SP’s) after a community encounter experience with pre-clinical ACOM students. The SP’s answered questions regarding their experience with OMM and their likelihood to seek out a DO for future care and OMT. |
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Results: |
The SP’s overwhelmingly responded that they benefited from OMT treatment and that they would choose to see a DO provider. The SP’s had positive experiences with OMT and stated that it is a valid treatment measure that they would continue for their future medical care. |
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Discussion: |
Unfortunately, after medical school, many DO students do not continue to practice OMT. Some of this stems from their lack of initial interest in OMT; however, other students encounter barriers to continuing OMT in their rotations that result in decreased usage after pre-clinicals (Healy, C., Brockway, M. & Wilde, B.). There appears to be a disconnect between provider/medical student opinion and patient opinion regarding OMT. While providers may not adhere to the benefits of OMT and osteopathic principles, these aspects of DO training positively impact the patients that experience it. This calls for further education, recruitment and emphasis on OMT for DOs to continue to provide these benefits for all their patients. |
| Authors: | Starla Meighan, PhD Carly A. Mercure, OMS-II Afzia Anees, OMS-II |
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Background: |
There is a large body of literature from medical schools around the world studying the phenomenon of neurophobia, the pervasive fear of neurobiology and neurology curricular content, amongst medical students. Neurophobia may lead to student inability to learn neurology content effectively, poor performance on boards in neurology content, compromised patient care, and fewer medical students choosing neurology or related fields as a specialty. The objective of this study was to find key performance indicators in our course that can be addressed to decrease student stress concerning neurology and improve performance. |
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Methods: |
A Qualtrics survey was given to OMSI students taking the ACOM Neuroanatomy and Behavioral Neuroscience course in the week following their first exam in the course (approximately 4 weeks into the course). Data were analyzed to determine survey factors which significantly correlate with performance on the first course exam. |
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Results: |
This study found key factors correlated with anxiety and performance in our course. This poster will discuss which key factors influence and predict success in our course. |
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Discussion: |
This study provided an internal measure of how our students perceive and perform in our undergraduate neurology course in relation to their level of neurophobia, prior exposure to neurobiology content, and perceived self-efficacy regarding course content. The results of this study provide us with a greater understanding of our own students’ perceptions regarding our course and will be important for making improvements in the course and curriculum that will further the success of our students as physicians. This study was approved by the Institutional Review Board at the Alabama College of Osteopathic Medicine. The protocol number is 24-02-06-002. |
| Authors: | Julee Reitzel, OMS-III Abigayle Hall, OMS-III Alec Lippmann, OMS-III Matthew Schriefer, OMS-III Starla Meighan, PhD |
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Background: |
For physicians and medical students, patient discussions concerning end-of-life and death of patients are particularly stressful interactions. Medical students consistently express their trepidation about medical scenarios concerning patient mortality and their need to learn how to manage this aspect of their careers. We created an event to increase our student comfort with mortality by fostering informal peer-to-peer and student-to-physician dialogue on mortality in healthcare. |
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Methods: |
This event is an informal, structured, small-group discussion in our forest facilities on the ACOM campus where we gathered around a firepit, toasted marshmallows for s’mores, and provided discussion prompts for students to share their thoughts on cued statements and questions concerning death and dying. Approximately 30 OMSI and OMSII students participated in the event. Prior to and at the conclusion of the event, students completed opinion questionnaires on their comfort levels with various aspects of death and dying and the conversations around these topics. |
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Results: |
Participants reported an overall improvement in their comfort level with discussions on death and dying after attending the event. |
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Discussion: |
Studies in medical decision making indicate emergence of bias and heuristics changes during or following stressful medical scenarios that could lead to errors in medical decision making. Discussions with patients concerning end-of-life, delivery of bad news to patients and their families, and death of patients are particularly stressful interactions for healthcare professionals. Our study demonstrates that opportunities to discuss mortality even in informal settings can decrease the stress students experience with medical mortality scenarios. |
| Authors: | Tijin Mathew MD, Benjamin Easow MD, Lydia George MD, Namitha Thotli MD, Rowan Bandaranaike MD, Sandra Jiby MBBS, Krishna Basarakodu MD |
| Abstract: |
Breast cancer is the most prevalent malignancy and a leading cause of mortality among women, commonly metastasizing to the bone, lungs, and brain. Interestingly, metastatic breast cancer can present as a hilar mass without affecting the lung parenchyma. We report a unique case involving a 70-year-old female whose screening mammogram identified a 1.2 cm abnormal mass. Subsequent CT scans of the chest, abdomen, and pelvis revealed paratracheal lymph node enlargement. A breast biopsy confirmed the presence of ductal-type breast adenocarcinoma. Additionally, a PET scan indicated involvement of the axillary and mediastinal lymph nodes. The patient underwent a mediastinoscopy with lymph node biopsy, which confirmed the diagnosis of moderate to poorly differentiated adenocarcinoma consistent with metastatic ductal breast adenocarcinoma. This case highlights a rare instance of metastatic breast cancer presenting as a hilar mass, marking it as the first documented occurrence of this atypical presentation. The findings emphasize the importance of considering unconventional manifestations of breast cancer metastasis, which can influence diagnostic and treatment approaches in clinical practice. |
| Authors: | Kristen Helms, PharmD Jeffery Johns, DO Meg Barros, OMS-III Alex Bennett, OMS-III Taylor Nakashima, OMS-III |
| Background: |
Current studies have demonstrated that there remains a barrier to DO students continuing their OMT practice during their clinical years (Healy, C., Brockway, M. & Wilde, B.). There remains limited research on student perspective regarding OMT and continuing their OMT training after their pre-clinicals. |
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Methods: |
An anonymous survey was administered to pre-clinical ACOM students. The students answered questions regarding their opinions on OMM, their likelihood to continue OMM after pre-clinicals and their rationale for attending DO school. |
| Results: | Students remained neutral or slightly negative opinions regarding OMM, its effectiveness and their likelihood to maintain their training after their pre-clinicals. Students mentioned that osteopathic philosophy was not significant in their rationale to attend DO school. |
| Conclusion: | In clinical practice, OMM has unfortunately declined as DO’s do not regularly use their training. After an analysis of student opinions, there remains significant work for DO medical schools to encourage favorable opinion of osteopathic philosophy. We suggest that DO medical schools should implement additional training and resources to ensure their students maintain their OMM training. Additionally, implementing courses or discussions with patients that have benefited from OMM may be helpful to change student opinion regarding OMM—this remains an area for further analysis. It is important for schools to emphasize the benefits that osteopathy can bring to students’ future patients. |
| Authors: | Nikoleté Hurrinus, MS, OMS-III, Lauren Henehan MS, OMS-III, Ryan Muchard, OMS-III, Natalie Barefield, PA-C, Ricard Thacker, DO MACOI |
| Abstract: |
This study evaluates the knowledge, skills, and characteristics most valued by radiologists responsible for the education and training of medical students during radiology rotations. The aim is to offer guidance for students on how best to prepare for radiology clinicals. While substantial data exists on the requirements for successfully matching into residency programs, there is limited information on how students can stand out during rotations. This research seeks to gather insights from preceptors on how students can better prepare for a successful radiology rotation.
Radiology preceptors within the Alabama College of Osteopathic Medicine’s (ACOM) teaching network were surveyed using a one-time Qualtrics survey. Preceptors were asked to rank various skills, characteristics, and knowledge areas in order of importance for medical students starting their radiology rotations. The survey focused on identifying the qualities that preceptors believe are most beneficial for students to possess before beginning their clinical experience in radiology.
The results indicated that “Student Characteristics and Qualities,” “Enthusiasm and Willingness to Learn,” and “Familiarity and Use of X-ray Imaging Modality” had the highest mean rankings of importance among the provided attributes. No statistical significance was observed in the rankings.
This study aims to provide beneficial insights for both medical students and preceptors. Students, particularly those aiming for a career in radiology, can use this information to better position themselves for success in their rotations. Additionally, preceptors can utilize these findings to better support their students in achieving a deeper understanding and experience in radiology. |