Improving Resident Knowledge of Concussions

Many of the physiology concepts we identified are common
to several different organ systems. They establish a
foundation on which other complex concepts build. This
project outlines some potential threshold concepts and
begins a foray into the use of threshold concepts in medical
physiology with the ultimate goal of incorporating threshold
concepts into all realms of medical education. We believe
that if medical education utilizes threshold concepts then
teaching and learning can become more effective and more
efficient. This could make medical education less stressful
for both teachers and students.
 Student volunteers from OUWB were recruited through medical students listserv.
 Three focus groups were conducted during preclinical years and a fourth was completed after student took the
USMLE Step 1 exam.
 The students were presented with a clinical case and wrote down any and all causes that could be contributing
to the chief complaint
 Following all focus groups, the audio was transcribed, students were deidentified, and thematic analysis was
conducted.
Examples of the questions asked:
 Are there any particular ideas that you have learned in other courses that have helped you in the current organ
system you are taking?
 What concepts did you find difficult to grasp?
 What kind of concepts do you wish had been made clear to you in this course or perhaps earlier in your
education?
 Are there any concepts that have learned in this organ system that have really changed your outlook?
 After the focus groups concluded, a transcript was prepared and the students’ were deidentified.
 Based on preliminary findings from this study, secondary messenger systems, pressure gradients,
cell membrane potentials, and preload/afterload meet the five criteria of transformative,
troublesome, bounded, integrative, and irreversible. The following table demonstrates an example
of these findings.
Teachers are so advanced in their knowledge, they often
forget how troublesome, or transformative key concepts
were for them as students. Identifying threshold concepts
can remind teachers to pay more attention to helping their
students cope with ideas that many people find difficult to
learn when they first encounter them.
The goal of this study is to better understand what students
considered to be threshold concepts in medical physiology.
In other disciplines, threshold concepts have been explored
from the point of view of teachers but not students. As far as
we can tell, no literature has explored student perceptions of
threshold concepts in medical physiology. Awareness of
threshold concepts can help teachers focus on these “Jewels
in the curriculum”.
These “jewels” can guide teachers to devote more teaching
time and effort to what really matters within the curriculum.
Sensitivity to threshold concepts encourages teachers to
ensure that the curriculum and pedagogical practices help
students really engage with these key ideas
1. Hallden, O. (1999). ‘Contextual Change and Contextualization,’ in Schnotz,
W. Vonsniadou, S. and Carretero, M (eds.), New Perspectives on
Conceptual Change. Amsterdam: Pergamon/Elsevier Science, pp. 53-65
2. Hofer, A. R., Townsend, L., & Brunetti, K. (2012). Troublesome concepts
and information literacy: Investigating threshold concepts for IL
instruction. Portal: Libraries and the Academy, 12(4), 387-405.
3. Meyer, J. H. F. (2005). Threshold concepts and troublesome knowledge
(2): Epistemological considerations and a conceptual framework for
teaching and learning. Higher Education, 49(3), 373-388.
doi:10.1007/s10734-004-6779-5
4. Meyer, J.H.F and Land, R. (eds) (2006) Overcoming Barriers to Student
Understanding: Threshold Concepts and Troublesome Knowledge
(London, Routledge).
5. Meyer, J.H.F and Shanahan, M. (2003). ‘The troublesome nature of a
threshold concept in ecnomomics,’ Paper presented to the 10th conference
of the European Association for Research on Learning and Instruction,
Padova, Italy August 26-30.
6. .Rowbottom, D. P. (2007). Demystifying threshold concepts. Journal of
Philosophy of Education, 41(2), 263-270. doi:10.1111/j.1467-
9752.2007.00554.x
Threshold Concepts in Preclinical Medical Education: Student Perceptions
Threshold Concept- Secondary Messenger Systems
Nardin Derias1, Stephen Loftus, Ph.D.2, Suzan Kamel-ElSayed, DVM , Ph.D.2
1Class of 2021 M.D. Candidate, Oakland University William Beaumont School of Medicine (OUWB)
2Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine
 Threshold concepts are ideas that learners
often find difficult, but must understand in order
to master a discipline.
 Threshold concepts as outlined by Meyer and
Land are those that are transformative,
irreversible, integrative, bounded, and
troublesome.
 Medical physiology has often been a
challenging core topic for medical students.
Identify potential threshold concepts in
medical physiology and characterize them.
Identify common misconceptions of these
threshold concepts that students may have.
Produce a set of threshold concepts in
medical physiology that can be used to
improve physiology teaching throughout
medical school curriculum.
Aim and Objectives
Introduction
①
②
③
This study at OUWB explores what students
considered to be threshold concepts in medical
physiology. The objectives are to :
Approach
Results
Discussion
Conclusion
References
Transformative Bounded Integrative Troublesome Irreversible
Student 7 Focus Group 1 : “I feel
like if we spent some time really
understanding the cascade,
everything else would have made
sense.”
Student 3 Focus Group 3: “Gs,
Gq, the secondary messenger
pathways [when asked what is
your threshold concept].”
Student 7 Focus Group 1:
“ I think that the different
receptors weren’t
emphasized. Like, the Gq
receptor for example.”
“I think of them separately
even though it’s the same
secondary messenger
pathway.”
“I feel like if we spent
some time really
understanding the
cascade, everything else
would have made sense.”
“ A lot of the drugs and
physiologic concepts rely
on those and we just
don’t know them that
well.”
Student 5 Focus Group 1: “I
was confused about the
autonomic drugs”.
“Knowing that [receptors]
would have really helped.”
feel like I go back to that
material constantly.”
think that I always forget the
cholinergic receptors.”
Student 5 Focus Group 2: “ I
still don’t get secondary
messenger systems, like
Gq. It comes up all the time
and I have to look it up.”
always see that concept on
practice questions and I still
get it wrong. I know I should
know it by now.”
was trying to memorize
those receptors and once I
understood that, it was very
helpful.”
“Definitely knowing the
receptors would be good
because I still feel like we
don’t know those very well.”

Introduction
• Concussions cause significant morbidity if not
recognized and treated appropriately.
• Over a span of 8 years (2006-2014) concussion
related hospital visits have increased by 54%.
• It is imperative that physicians have the knowledge
and comfort to be able to treat this population.
Conclusion
• Pediatric residents need more education about concussions,
we propose a unique multimodal curriculum to achieve this
goal.
• Although our data shows that this curriculum likely does not
change residents’ self assessed comfort with diagnosis of
concussion, there was an improvement in performance on
board style questions and the ITE.
Methods
• From February to June 2019 all pediatric residents
(24) were required to complete a multimodal
concussion curriculum that included: board review
style questions, two lectures and rotation in a
concussion clinic.
• Residents volunteered to complete a pre- and
post- curriculum survey, which included questions
about comfort with diagnosing and treating
patients with concussion as well as board style
questions.
Results
• Seventeen of 24 residents (70%) completed both the pre- and post-curriculum survey.
• On the pre survey, 88% of the residents indicated that they wanted more education about concussion management.
• Residents increased their score on Board-style questions (9 total) an average of 0.64 and P value of 0.54 with PGY- 1 showing most
improvement (figure 1).
• The proportion of residents who answered the ITE questions correctly increased from 0.33 to 0.88.
• There was no change in comfort with diagnosis of concussion and 15 residents rated their comfort with knowledge about concussions as
either unchanged or improved (Figure 2).
• 47% of residents indicated concussion clinic as the most helpful training tool.
References
• Mann A, Tator CH, Carson JD. Concussion diagnosis and
management: Knowledge and attitudes of family medicine
residents. Can Fam Physician. 2017;63(6):460-466.
Specific Concussion Curriculum: Does it Improve Residents’
Comfort, Knowledge and In-Training Scores?
Sandal Saleem, MD; Jessica Jary, DO; Kelly Levasseur, DO
Department of Pediatric Emergency Medicine ■ Beaumont Children’s Hospital, Royal Oak, MI
Figure 1. Change in residents’ knowledge score for board style
questions pre and post curriculum
Figure 2. Change in residents’ self-assessment score per
concussion topic pre and post curriculum
Objectives
• Our primary objective is to assess the comfort and
competence of the pediatric residents in managing
patients with concussions.
• The secondary objective is to assess the change in
the In-training Exam (ITE) scores after instituting
the concussion curriculum.
Discussion
• There is opportunity to implement this curriculum into other
types of residency training programs. The project was limited
by small sample size.

Introduction
• Curriculum integration is recognized as a critical
component of undergraduate medical education1
• Utilization of causal mechanisms, statements that
guide students in making purposeful connections
between two disciplines, is one approach to curricular
integration
• Integrating basic sciences with clinical sciences using
causal mechanisms results in improved student
diagnostic performance2-4
• Remains unknown if utilizing causal mechanisms in
context of teaching different basic sciences results in
better understanding and application of those
disciplines
Aims and Objectives
• Aim: investigate effects of integrated instruction with
causal mechanisms on medical students’ learning of
pituitary gland embryology and histology
Conclusions
Instruction with causal mechanisms did not result in
better recall and application of pituitary embryology
and histology in this specific context.
Methods
Results
No significant differences (2-way ANOVA with Bonferroni correction) were observed between groups on
immediate or delayed tests: overall score (p=0.48), histology subscore (p=0.42), embryology subscore
(p=0.78), recall subscore (p=0.64), and application subscore (p=0.61) (Figure 2)
Discussion
• Lack of differences between groups may be due to
temporal integration6 (proximity) of embryology and
histology instruction afforded to all
• Given the large number of variables investigated, it
would have been ideal to have a larger sample size
and use post-tests with more items; however,
medical student participants have limited availability
• Future reiterations will mimic realistic video-learning
conditions (e.g. permitting pausing of video)
• Additional research investigating the relationship
between proximity and medical student learning
outcomes is warranted
References
1. AAMC-HHMI Committee. Scientific foundations for future physicians. Assoc Am Med
Coll. 2009. https://www.hhmi.org/sites/default/files/Programs/aamc-hhmi-2009-
report.pdf. Accessed January 9, 2019.
2. Woods NN, Neville A, Levinson A., Howey E, Oczkowski W, Norman G. The Value of
Basic Science in Clinical Diagnosis. Acad Med. 2006;81(10):S124-S127.
https://insights.ovid.com/pubmed?pmid=17001122. Accessed January 4, 2019
3. Lisk K, Agur AMR, Woods NN. Exploring cognitive integration of basic science and its
effect on diagnostic reasoning in novices. Perspect Med Educ. 2016.
doi:10.1007/s40037-016-0268-2
4. Baghdady MT, Pharoah MJ, Regehr G, Lam EWN, Woods NN. The Role of Basic Sciences
in Diagnostic Oral Radiology.; 2009.
http://www.jdentaled.org/content/jde/73/10/1187.full.pdf. Accessed January 5, 2019.
5. Thompson AR, O’Loughlin VD. The Blooming Anatomy Tool (BAT): A discipline-specific
rubric for utilizing Bloom’s taxonomy in the design and evaluation of assessments in
the anatomical sciences. Anat Sci Educ. 2015;8(6):493-501. doi:10.1002/ase.1507
6. Harden RM. The integration ladder: A tool for curriculum planning and evaluation.
Med Educ. 2000;34(7):551-557. doi:10.1046/j.1365-2923.2000.00697.x
Investigating the Effect of Interdisciplinary Causal Mechanisms on Medical
Student Learning of Histology and Embryology - Does Integration Matter?
George Cholack, MS-21, Kristina Lisk, PhD2, Judith M Venuti, PhD1, Stefanie M Attardi, PhD1
2Humber College Institute of Technology & Advanced Learning
0
1
2
3
4
5
6
7
8
Overall Score Histology Subscore Embryology Subscore Recall Subscore Application Subscore
Score
Experimental Group-Immediate
Control Group-Immediate
Experimental Group-Delayed
Control Group-Delayed
Figure 1. Study Design. In phase I, participants were randomized into the study
groups and completed the histology/embryology pretest. In phase II,
participants watched their group’s respective video and completed the 1st post-
test. One week later, participants took 2nd post-test (phase III).
Figure 2. Post-test scores. No significant differences (n=52, p>0.05, 2-way ANOVA) between immediate and delayed post-testing scores for
experimental and control groups.
Acknowledgements
• Research participants
• OUWB Fellowship in Medical Education for funding
• Zach Sundin for statistical consultation
• Phase I- participants took a brief pre-test through Qualtrics (online survey platform) covering foundational
histology/embryology concepts, to ensure high and low-performing participants were randomly distributed
between the experimental and control groups
• Phase II- participants watched a 13-minute video on embryology and histology of the pituitary gland. Only
the experimental group’s video contained causal mechanisms linking the disciplines
• In a proctored setting, participants
completed counterbalanced
immediate and delayed post-tests (15
multiple choice questions of histology
and embryology) during phases II and
III, respectively, to assess recall and
application. Questions were created
in alignment with Blooming Anatomy
Tool5 level 1 (recall) and 3
(application) questions
• 2-way ANOVA compared the groups’
overall test scores and subscores over
time (1st and 2nd post-tests)
• Study approved by Oakland University’s
Institutional Review Board (IRB# 1406127-1)
• Second-year medical students at OUWB were invited
to enroll in a 3-phase experimental study (Figure 1)
Methods (cont’d)
OBJECTIVE
Determine effect of causal
mechanism-oriented
instruction on medical
students’ immediate and
delayed (1-week) recall and
application of content as
measured by:
Overall test scores
Histology subscore
Embryology subscore
Recall subscore
Application subscore

Introduction
• Ultrasonography (US) as a bed side
diagnostic tool is universally appreciated
because of its versatility and ease.
• US is gradually being incorporated in
undergraduate medical education
curriculum and is utilized to augment
anatomy, physiology and clinical skills
didactic sessions(1),(2),(3).
• When there are limited resources and
trained faculty, peer tutors can be a useful
resource for accomplishing curricular
goals.
• The role of peer education in the
acquisition of pathophysiological
knowledge, clinical reasoning, and
ultrasonography-specific cognitive skills is
not well established.
Aims and Objectives
1. Assess the feasibility of integrating
ultrasound education into the Physical
Diagnosis course at Oakland University
William Beaumont School of Medicine.
2. Evaluate whether ultrasonography
facilitates students’ development of
clinical reasoning.
3. Determine the efficacy of using peer
tutors to teach medical students image
acquisition and interpretation as a tool for
clinical reasoning in a Physical Diagnosis
course.
Conclusions
• Part 1 results helped us identify deficits in
students’ clinical reasoning that persisted
in spite of the 1 hour demonstration. This
helped us identify areas of focus for
development of the peer-led curriculum.
• Multiple ultrasound demonstration sessions
are needed for students to acquire clinical
reasoning skills.
Methods
Part 1:
• 126 M1 students from Oakland University William Beaumont School of Medicine took part in a
mandatory session in the M1 physical diagnosis course.
• During the 1-hour ultrasound session, numerous trained faculty demonstrated ultrasonography.
• Students were recruited to take an online 20-question quiz before and after the ultrasound imaging
session to assess the effect of the ultrasonography demonstration on their clinical reasoning skills.
• The 20-question quiz consisted of clinical vignettes testing the knowledge of basic cardiac physiology,
physical exam findings and ultrasound image interpretation.
Part 2:
Results
Part 1
• Questions were grouped based on primary content being tested and the responses before and after
were analyzed as a whole.
• Comparative analysis of pre- and post-test results showed no significant improvement in ultrasound
image interpretation or clinical reasoning skills.
.
Discussion
• Due to the lack of ultrasound machines and
trained faculty, peer tutors provide an
opportunity to maximize student-teacher
contact.
• If comparative analysis of pre- and post-
test scores show improvement as students
attend more sessions, we can conclude
that a peer tutor-led longitudinal ultrasound
curriculum can effectively teach students
clinical reasoning skills.
• Next step: integrate the peer tutor-led
sessions into OUWB’s curriculum and to
extend the role of peer tutors in training
internal medicine residents.
References
1. Wittich, C. M. (2002). Teaching Cardiovascular Anatomy to
Medical Students by Using a Handheld Ultrasound Device. JAMA:
The Journal of the American Medical Association, 288(9), 1062–
1063. doi: 10.1001/jama.288.9.1062
2. Bell, F. E., Wilson, L. B., & Hoppmann, R. A. (2015). Using
ultrasound to teach medical students cardiac physiology.
Advances in Physiology Education, 39(4), 392–396. doi:
10.1152/advan.00123.20153.
3. Butter, J., Grant, T. H., Egan, M., Kaye, M., Wayne, D. B., Carrión-
Carire, V., & Mcgaghie, W. C. (2007). Does ultrasound training
boost Year 1 medical student competence and confidence when
learning abdominal examination? Medical Education, 41(9), 843–
848. doi: 10.1111/j.1365-2923.2007.02848.
Development and Evaluation of a Peer Education-Based
Ultrasound Curriculum with Emphasis on Clinical Reasoning
Nisha Patel B.S., Arati Kelekar MD
Oakland University William Beaumont School of Medicine, Rochester, MI
• 5 selected M2 students (peer tutors) were trained
and certified to be ultrasonography tutors led by a
single ultrasound-trained physician
• Only one ultrasound machine was available to train
the students.
• Peer tutors will underwent a checklist based skill
competency evaluation prior to their contact with
the rest of the student class.
• 29 M2 students who were interested in participating
in the peer education program were offered a
knowledge pre-test .
• Student tutors are leading ultrasound tutoring
sessions throughout the year for interested M2
students.
• Each session focuses on the ultrasonography of a different organ system and students can choose
which sessions they would like to attend.
• After the last session, all participants will be offered a knowledge post-test

Introduction
With the growing skillset required of general surgeons, including
advanced laparoscopic and robotic skills, the burden falls on
surgical trainees (and their educators) to develop competency in
each of these techniques and to do so within the limitations of
duty hour restrictions and a finite training period.
• Several studies have demonstrated that innate visuospatial
ability may correlate with initial learning curve and
performance for certain surgical skills.1-3
• Predicting an individual’s ability to acquire these surgical
skills may enhance the development of a competency-
based training curriculum
Aims and Objectives
We aim to investigate the relationship between spatial ability
and fine motor dexterity on an individual’s learning curve and
performance of simulated robotic surgical skills. Conclusions
Our research shows that despite having limited robotic surgery
exposure, individuals with high spatial ability exhibit superior
performance in the early learning period, resulting in a shorter
learning curve. Knowledge of spatial ability as it pertains to skill
acquisition should be considered when developing a competency-
based training curriculum for robotic surgical skills.
Methods
• Participants: 31 OUWB medical students
• Spatial ability was evaluated: Perceptual Ability Test (PAT)4 (Image A)
• Fine motor dexterity was assessed: Purdue Pegboard Test (PPT)5 (Image B)
• Participants completed multiple repetitions of a single simulation task (Peg
Board 1) using the dV-Trainer (Mimic Technologies, Inc.) robotic simulator
until a standard proficiency level was achieved (Image C&D)
• Performance metrics recorded by the simulator included: Overall score,
time to completion, economy of motion, workspace range, number of
drops, excessive force, collisions, instruments out of view
• Participants were grouped into high, middle, and low spatial ability; robotic
performance based on ± 0.5 SD around mean PAT score and time to reach
proficiency, respectively
• Groupwise comparisons of spatial ability, dexterity scores, and robotic
performance metrics: ANOVA with post hoc analyses, and t-tests
Results
Discussion
As the required technical skills of a general surgeon increase,
competency-based training (CBT) models will be utilized to ensure
milestones are met.6 CBT allows for individualized assessment and
personalized learning, to meet the needs of each learner. Having the
ability to predict an individual’s surgical aptitude may enhance the
development of competency-based surgical training programs. This
is one of the first studies to evaluate visuospatial ability and its
correlation with the learning curve of robotic surgical skills.
References
1. Gallagher AG et al. PicSOr: an objective test of perceptual skill that predicts laparoscopic technical skill in
three initial studies of laparoscopic performance. Surg Endosc. 2003;17(9):1468-1471.
2. Hedman L et al. High-level visual-spatial ability for novices correlates with performance in a visual-spatial
complex surgical simulator task. Surg Endosc. 2006;20(8):1275-1280
3. Wanzel KR et al. Visual-spatial ability correlates with efficiency of hand motion and successful surgical
performance. Surgery. 2003;134(5):750-757.
4. Graham JW. Factor analysis of the perceptual-motor ability test. J Dent Educ. 1974;38(1):16-19.
5. Tiffin, J et al. (1948) The Purdue pegboard: norms and studies of reliability and validity. The Journal of
Applied Psychology, 32(3), 234-247.
6. Fahim C et al. Assessment of Technical Skills Competence in the Operating Room: A Systematic and
Scoping Review. Acad Med. 2018;93(5):794-808.
The Role of Spatial Ability and Fine Motor Dexterity on the Learning
Curve of Robotic Surgical Skills
Andrew Angus, MD1; Joshua Halka, MD1; Kathryn Ziegler, MD1; Victoria A. Roach, PhD1,2
1 Beaumont Health, Department of General Surgery, Royal Oak, MI; 2Oakland University William Beaumont School of Medicine, Rochester, MI
High Spatial
Ability
(N=10)
Low Spatial
Ability
(N=10)
P-value
Trials to Proficiency 7.6 ± 3.2 9.6 ± 3.4 p = 0.067
Time to Proficiency (sec) 826.7 ± 366 1150.4 ± 280 p = 0.039
Overall Robotic Scores 932.2 ± 108 827.2 ± 79 p = 0.037
Economy of motion (cm) 205.3 ± 35 211.1 ± 27 p = 0.554
Instrument Collisions 1.02 ± 0.8 2.01 ± 1 p = 0.032
Excessive Force (sec) 0.033 ± 0.05 0.253 ± 0.4 p = 0.126
Inst. Out of View (cm) 0.27 ± 0.5 0.38 ± 0.62 p = 0.832
Workspace Range (cm) 8.73 ± 2.4 9.41 ± 1.2 p = 0.076
Number of Drops 0.33 ± 0.2 0.54 ± 0.3 p = 0.158
40.0
60.0
80.0
100.0
120.0
140.0
160.0
180.0
200.0
0 2 4 6 8 10 12 14 16 18
AVERAGETIMEPERTRIAL(SEC)
TRIAL NUMBER
Learning Curve
High PAT
Low PAT
Log. (High PAT)
Log. (Low PAT)
Table 1: Robotic Surgical Simulator Performance Metrics for Peg Board 1 Task
Figure 2: Learning curve comparison for the high (navy) and low (yellow) spatial ability groups. Y-
axis: participant ‘time to completion’ for each trial number averaged amongst the individuals in the
high and low spatial groups.
Images: (A): Sample “hole punch” question from the Perceptual Ability Test (PAT)
portion of the Dental Admissions Test (B): Purdue pegboard fine motor dexterity
testing. (C): Robotic surgery simulator “Peg Board 1” task. (D): Score report example for
robotic surgery simulator testing.
A.
B. C.
D.
• There were no statistically significant correlations between the dexterity
scores and the robotic performance metrics

Introduction
• Multiple studies have tested potential benefits of online “dry labs”
• University budget constraints may favor online instruction
• How students used provided resources may be dependent on student
perceptions (5)
• In previous research, students reported to prefer tactile learning
during in-person labs and visual learning during online labs
• Students appear to prefer blended learning (combination of online
and in-person) (7,8)
• Blended learning may be the optimal method for students (1,3,9)
• Research has mostly studied student performance, not perception
(1,4,9)
• Preconceived notions towards a learning method may result in bias
on resource benefits (6)
• This study focuses on first and second-year medical students’
perceptions of their microbiology lab experiences
Aims and Objectives
The objective of this study was to survey first and second year
microbiology students’ learning experiences
• The findings of this study will contribute toward the creation of an
optimal microbiology curriculum
Methods
Participants: first and second-year medical students
Self-Report Measures: a 14 question survey (multiple choice or Likert scale
responses and one open response question) was used
In-person Wet Labs (Second-year Students)
• Each student attended four 2-hour labs throughout the year, similar to
their first-year learning experience
• Students rotated through stations: a clinical case, a microscope,
organism specimen(s), and clinical/microbiological information
• Students individually completed an ungraded worksheet and were
assessed with a timed nine-question quiz 5-7 days after the lab
Online Dry Labs (First-Year Students)
• Each student received a total of 5 online labs in the learning
management system throughout the academic year
• Students viewed digital lab stations: a clinical case, microscopic images
of specimen(s), and clinical/microbiological information
• Students had access to lab material for one week
• Students then completed an ungraded worksheet, and were assessed
with a timed nine-question quiz 5-7 days after the lab
• This study was approved by the Institutional IRB
Conclusions
• Both 1st and 2nd-year students perceived their current
learning experience to be most beneficial.
• Nearly 90% of all students considered the optimal
method would have both online and in-person labs
• Both 1st and 2nd year students’ self-reported learning
styles reflected their current learning environment
Results
Discussion
• The majority of all student’s preferences for a blended
learning experience reflects recent findings (2,8)
• Findings that the majority of online students self-
reported to be visual learners and in-person students
to be tactile learners substantiates previous work (2)
• Future research could collect student perception prior
to administering any lab material/follow-up survey in
order to eliminate the potential of a post-quiz bias.
Limitations
• Students were limited to a single lab method due to
curricular constraints
• Second-year students had already experienced in-
person labs
• Data was collected anonymously so student
performance analysis could not be conducted
• Perception results may be affected by post-quiz bias
References
1. Gibbins, S. et al. (2002). Biochemistry and Molecular
Biology Education, 31(5), 352-355.
2. Kay, R. et al. (2018). Journal of Allied Health, 47(1), 45-50.
3. Makransky, G. et al. (2016). PLoS ONE, 11(6), 1-11.
4. Matz, R. L. et al. (2012). Journal of Research in Science
Teaching, 49(5), 659-682.
5. McCarthy, D. et al. (2015). Ulster Med J, 84(3), 173-178.
6. Merkel, S. M. et al. (2000). Microbiology Education, 1(1),
14-19.
7. Moreno-Ger, P. et al. (2010). International Journal of
Medical Informatics, 79, 459-467.
8. Salter, S. & Gardner, C. (2016). Creative Education, 7,
1869-1880.
9. Southwick, F. et al. (2010). Academic Medicine, 85(1), 19-
22.
Comparison of Online and In-Person Microbiology Laboratory Experiences:
Perceptions of Undergraduate Medical Education Students
Veronica Selke1, Ross M. Brockman2, John M. Taylor3, Larry W. Segars4, & Tracey A. H. Taylor5
1Oakland University, 2Oregon Health & Science University, 3Michigan State University, 4Kansas City University of Medicine & Biosciences, 5OUWB
Figure 1
• 33% of students from the in-person lab group preferred a
tactile learning style compared to 16% of students from the
online lab group
• 77% of students from the online group self-reported a
preference for visual learning style compared 61% of
students from the in-person lab group
• Preference is likely attributed to long-term exposure of the
assigned lab method
Figure 3
• Online students reported that the optimal lab
experience would be online (43%) vs. in-person
(25%)
• In-person students reported that the optimal lab
experience would be in-person (37%) when
compared with online (30%)
• Nearly 90% of all students reported that an in-
person component would be part of their ideal
lab experience
• 247 medical students took part in the study: 164 first-year and 83 second-year medical students
• Majority ages 25-35 (n=140, 56.7%), 18-24 (n=100, 40.5%), over 35 (n=6, 2.4%), and unspecified (n=1, 0.4%)
• Majority of second-year students were 25 years or older (n=60, 73%), first-year students (n=86, 53%)
• Frequencies/percentages are displayed with collective p-value of 0.011, reflecting Chi-Square Tests of Independence (n=246)
0
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15
20
25
30
35
100% lab 75% lab; 25%
online
50% lab; 50%
online
25% lab; 75%
online
100% online
StudentRespondents(%)
Reported Desired Lab Format
Online
In-person
0
10
20
30
40
50
60
70
80
90
Visual Auditory Tactile
StudentResponses(%)
Self-reported Learning Style
Online
In-person
0
1
2
3
4
5
Online In-person
MeanPerceivedConvenience
Figure 2
• Online students were more likely to report that
their lab experience was convenient than in-
person students (3.83 vs. 3.57 mean rating)
Acknowledgements
• Thanks to Patrick Karabon for additional data analysis
& Stephanie Swanberg for literature review assistance.

Introduction
• Limited studies exist regarding peer-
teaching of clinical skills in the pre-clinical
setting of undergraduate medical
education1
• Peer-assisted learning (PAL) encompasses
strategies in which students help other
students through teaching2
• Oakland University William Beaumont
School of Medicine (OUWB) implements
a formal PAL program in which trained
and certified second-year medical
students (peer-educators) assist second-
and first- year students (tutees)
• We reviewed surveys completed by
tutees after PAL sessions to identify areas
in which tutees requested support and
describe tutees’ perceived experiences
Aims and Objectives
• Describe the areas tutees requested
support during PAL sessions
• Assess effectiveness of peer-educators
during PAL sessions
Discussion
• Tutees predominantly attended sessions to develop skills in a
single CSC, which suggests tutees had a focused objective when
attending a PAL session
• Tutoring requests for CSCs align with the time period during
which they are introduced during the two-year pre-clinical
curriculum
• Regardless of academic year, semester, or number of requests,
tutees overwhelmingly reported a positive experience with the
peer educators
Conclusions
• Pre-clinical PAL for clinical skills is feasible and effective in
undergraduate medical education
• Future studies are needed to evaluate the peer educator
perspective and how they benefit from a formal PAL program
References
1. Ross, M.T., Cameron, H.S. (2007). Peer assisted learning: A
planning and implementation framework: AMEE Guide no. 30.
Medical Teacher 29(6), 527-545.
2. Topping, K.J., Ehly, S.W. (2001). Peer assisted learning: A
framework for consultation. Journal of Educational Psychology
Consultation 2(2), 113-132.
Medical Student Utilization and Assessment of a Pre-Clinical
Peer-Assisted Learning (PAL) Program
Nikhil Mankuzhy MS-31, Jeanne Schulte MA1, Anju Thomas2, Patrick Karabon MS1, Nelia Afonso MD1
1Oakland University William Beaumont School of Medicine, Rochester MI, 48309 U.S.A.
2Oakland University, Rochester MI, 48309, U.S.A.
Methods
• Surveys completed by tutees after each
PAL session were collected from one
academic year
• An open-ended response on surveys was
used to identify clinical skill components
(CSCs) for which tutees requested specific
support
• A Likert scale questionnaire was included
to assess tutee perception of peer
educator effectiveness
• Analysis included descriptive statistics
and two sample z-tests of proportion
0.9%
73.7%
25.4%
Not listed M1 M2
21.1%
52.2%
26.8%
Did Not Specify Single Request
Multiple Request
35
133
47
11 2
0 20 40 60 80 100 120 140 160
First Semester
Second Semester
Number of Requests
M1 M2 Not specified
83
47
5
13
19
28
6
17
25
2 3
0
10
20
30
40
50
60
70
80
90
NumberofRequests
Clinical Skill Component
M1
(n = 168)
M2
(n = 58)
HEENT 77 (45.83%) 5 (8.62%)
Neuro 44 (26.19%) 3 (5.17%)
Pulmonary 3 (1.79%) 2 (3.45%)
Cardiovascular 10 (5.95%) 2 (3.45%)
Abdominal 1 (0.60%) 18 (31.03%)
GU/Pelvic 0 (0.00%) 28 (48.28%)
MSK 2 (1.19%) 4 (6.90%)
Vitals 14 (8.33%) 3 (5.17%)
History Taking 23 (13.69%) 2 (3.45%)
Oral Presentation 1 (0.60%) 1 (1.72%)
Other 2 (1.19%) 1 (1.72%)
First Semester
(n = 82)
Second Semester
(n = 146)
HEENT 2 (2.44%) 81 (55.48%)
Neuro 1 (1.22%) 46 (31.51%)
Pulmonary 2 (2.44%) 3 (2.05%)
Cardiovascular 2 (2.44%) 11 (7.53%)
Abdominal 29 (23.17%) 0 (0.00%)
GU/Pelvic 24 (29.27%) 4 (2.74%)
MSK 0 (0.00%) 6 (4.11%)
Vitals 15 (18.29%) 2 (1.37%)
History Taking 24 (29.27%) 1 (0.68%)
Oral Presentation 1 (1.22%) 1 (0.68%)
Other 2 (2.44%) 1 (0.68%)
Likert Survey Prompt Number Selecting
Agree/Strongly Agree
My peer educator provided me with useful feedback to improve
my physical exam techniques (n = 210)
208 (99.05%)
My peer educator provided information to improve my knowledge
of physical exam findings (n = 202)
199 (98.51%)
I felt confident that my peer educator provided accurate
information regarding exam technique and findings (n = 212)
209 (98.58%)
My peer educator provided me with useful information to improve
my oral presentation skills (n = 186)
183 (98.39%)
My peer educator provided me with useful feedback to improve
my communication/history taking techniques (n = 172)
170 (98.84%)
My peer educator provided me with useful information to improve
my patient note write up (n = 124)
123 (99.19%)
I feel this session was time well spent (n = 222) 221 (99.55%)
Results
• 228 surveys were completed, with
82 (35.96%) in the fall semester and
146 (64.04%) in the winter semester
• There were no significant
differences in Likert Scale responses
when stratified by semester,
academic year, or number of
requests for support
Table 1. Specific support requested stratified by semester Table 2. Specific support requested stratified by academic year
Table 3. Descriptive statistics of Likert scale responses
Figure 2. Number of requests for specific
support by each tutee at PAL sessions
Figure 1. Surveys completed by
academic year
Figure 4. Distribution of surveys completed per class each semesterFigure 3. Number of requests for each clinical skill
component

Introduction
Anatomy has been the foundation of medical
education from its inception. Ironically, as medical
schools have been adapting their curriculum to train
more well-rounded physicians, a reduced emphasis
and time is being spent on teaching anatomy.1,2 This
is of significance because a strong foundation in the
biomedical sciences has been linked to better clinical
performances.3
One way to enhance the delivery of medical
education and address the shortfall in anatomical
knowledge is to identify and teach the threshold
concepts so that the students are able to integrate
different concepts of a anatomy.
Threshold concepts are defined by a set of
characteristics which include:4
• Transformative (occasioning a significant shift in
the perception of a subject)
• Irreversible (unlikely to be forgotten)
• Troublesome (likely to be troublesome)
• Bounded (delineate a particular conceptual
space, serving a specific and limited purpose)
• Integrative (exposing the previously hidden
interrelatedness)
Utilizing threshold concepts helps focus on topics that
are fundamental to understanding and allows
educators to structure the curriculum in a way that
allows more time to be spent on the areas that are
more challenging to learn.5
This project is designed to create an online learning
modules with a series of pre-selected threshold
concepts to enhance the pelvic anatomy learning
experience of first year medical students. The use of
narrative drawings allows for more interactive learning
and addresses multiple learning preferences, making
them effective for more students.
Aims and Objectives
• Identify threshold concepts in pelvic anatomy and
create narrative drawings to illustrate these
concepts that prepares the first year students for
pelvic anatomy.
• Assess the effectiveness of narrative drawings on
medical students understanding and retention of
threshold concepts in pelvic anatomy with post-
review quiz and midterm exam.
• Test the association between the usage of narrative
drawings with student perception survey results.
Conclusions
• Students felt that the chosen concepts
represented in the modules were difficult to
understand.
• Students felt that watching the drawings come
together helped them to better understand
anatomical relationships rather than looking at the
completed drawing alone.
• 60% of students reported that they drew out the
diagram while watching the narrative drawing
videos.
• Compared to the control group, students who used
the learning modules performed better overall on
the midterm written exam (86.4% vs 82.9%) and
midterm combined scores (83.9% vs 83.8%).
Although this was not found to be statistically
significant it is thought to be due to a sample size
issue.
• No relationship was found between the amount of
time spent on the learning modules and AFCP2
midterm examination scores.
• No statistically significant difference was found
between post-test scores in the low and high
amounts of time in each module groups.
• Results may be used in the future to help guide
the adjustment of medical school curriculum to
better meet the needs of students.
Methods
First year medical students (n=252) that are enrolled
in the Anatomical Foundations of Clinical Practice 2
(AFCP2) at the Oakland University William Beaumont
School of Medicine were invited to participate in a
project completed with Qualtrics software. Narrative
drawing videos were created with adobe illustrator,
Keynote and QuickTime on a Macintosh computer.
• An online (Qualtrics) survey with Likert scale
questions assessing the medical student’s
perceptions of the online modules was
administered at the conclusion of the unit.
• An independent samples t-test was conducted to
compare the midterm assessment scores across
the control and test groups.
• Median splits were computed for the 5 post-tests
with respondents being classified as spending low
and high amounts of time in each module.
Results
Discussion
• Students were not randomized into control and
experimental groups as it would be unethical.
• Because of the small sample size we were unable
to establish statistical significance.
References
1. McCuskey RS, Carmichael SW, Kirch DG. The Importance of
Anatomy in Health Professions Education and the Shortage of
Qualified Educators. 2005;80(4):349-351.
2. Fitzgerald JEF, White MJ, Tang SW, et al. Are we teaching sufficient
anatomy in medical school? The opinions of newly qualified
doctors. Clin Anat. 2008;21(7):718-724.
3. Schmidmaier R, Eiber S, Ebersbach R, et al. Learning the facts in
medical school is not enough: which factors predict successful
application of procedural knowledge in a laboratory setting? BMC
Med Educ. 2013;13(1):1.
4. Meyer J, Land R. Threshold concepts and troublesome knowledge:
Linkages to ways of thinking and practicing within the disciplines.
2003
5. Neve H, Wearn A, Collett T, et al. What are threshold concepts and
how can they inform medical education? 2017;(April).
The Use of Narrative Drawings to Improve the
Understanding of Threshold Concepts in Pelvic Anatomy
Amy Wozniak1, Judith Venuti, Ph.D.2, Malli Barremkala, MBBD2
1M.D. Candidate, Oakland University William Beaumont School of Medicine, Rochester, MI
2Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI
Figure 1: Timeline of study. Graphic depicting the
progression of our study and chosen threshold
concepts represented in each learning module. The
five anatomy illustrations on the left side shows the
completed drawings of each module.
Table 1: Learning Module Student Perceptions. Responses of
9/252 first year medical students who did the Qualtrics survey. Each
question used a sliding Likert Scale associated with an answer range
between 0 - 100. Strong Disagree (0) - Strongly Agree (100). None of
the bivariate correlations were statistically significant at the p<.05
level.
0
100
200
300
400
500
600
700
800
900
1000
70 75 80 85 90 95 100
Time(minutes)
Score (percentage)
Score versus Time spent on
modules
Figure 2: Representation of test score compared to time
spent on module. A median split was computed for the test group.
Respondents were grouped as spending less amount of time in the
modules or more amounts of time. The low group (M=84.67,
SD=7.34) was not significantly different than the high group (M=84.00,
SD=4.80) at the p<.05 level. t(9)=0.174, p=0.866.
Table 2: AFCP2 scores from control and test group
subjects. Independent samples t-test was conducted and showed
that the control group was not significantly different than the test
group at the p<.05 level.

Introduction
Studies have suggested a discordance
between the expectations of medical
students and those of residents and
attendings for medical school clerkships.1
While the core clerkships are required for all
medical students and have a standardized
shelf exam, clerkships such as anesthesia
are optional at most medical schools and
have no set standards.2 Often feedback is
received from post-clerkship evaluations
and there is no standard for assessing pre-
clerkship expectations of students.3
Without information regarding the goals
and expectations of students entering the
anesthesia clerkship, clerkship directors are
left to create objectives based on the
feedback of students who have completed
an anesthesia rotation at their institution.
Aims and Objectives
The goal of this study is to identify
educational expectations of first and second
year medical students of an anesthesia
rotation prior to any clinical experience. We
hypothesize these results will give
perspective to student expectations while
reducing bias formed throughout the third
and fourth year of medical school.
Conclusions
Millennial medical students have unique
learning preferences based on their specialty
of interest. Findings from this study can be
utilized as a template for educators to tailor
curriculum and clinical teaching to fulfill the
pre-conceptual expectations of Millennial
medical students, both in anesthesia and
other specialties.
Methods
IRB approval was obtained from Oakland University (1219883-1) for a prospective study. A 15-
question survey utilizing Qualtrics™ survey was sent to first- and second-year medical students at
the Oakland University William Beaumont (OUWB) School of Medicine. The survey was developed
with student input. The survey was distributed via email and in person via iPad™. Descriptive
statistics included T-tests and chi-square tests with continuous and categorical comparisons,
respectively.
Results
• 74 responses were received with an average age
of MS-1 = 23 and MS-2 = 24. 59 (80%) preferred
a 2-3 week rotation. 62 (84%) preferred studying
≤2 hours.
• 33 (45%) were interested in anesthesia,
preferring procedural specialties (P<0.01), oral
exams (P<0.05), and the clerkship be scheduled
sooner (P<0.01).
• Students interested in procedural specialties
prefer spending more time on the anesthesia &
pain rotation (P<0.01), practicing procedures on
real patients (P<0.02), and performing arterial
lines (P<0.01) and intubation (P<0.01).
• Students interested in surgical specialties prefer
practical exams (P<0.01), performing arterial
lines (P<0.01) and central lines (P<0.01),
perioperative management (P<0.01), and
pharmacology/physiology content (P<0.01).
• Students interested in medical specialties prefer
learning pharmacology / physiology (P<0.01)
and observing in the OR and pain clinic (P<0.02).
Discussion
Aligning these preferences with student
expectations can enhance learning, improve
overall student satisfaction, and garner interest
in the field. Limitations include surveying one
institution with a required anesthesia rotation.
References
1. Quillin R, Pritts T, Tevar A, Edwards M, Davis B.
Medical Students Expectations On The
Surgical Clerkship Exceed Those of The
Residents and Faculty. Journal of Surgical
Research. 2013;179(2):334.
doi:10.1016/j.jss.2012.10.685.
2. Borges, N. J., Manuel, R. S., Elam, C. L., &
Jones, B. J. (2010). Differences in motives
between Millennial and Generation X medical
students. Medical Education, 44(6), 570–576.
doi: 10.1111/j.1365-2923.2010.03633.x
3. Galway UA. Designing an Optimally
Educational Anesthesia Clerkship for Medical
Students - Survey Results of a New
Curriculum. The Journal of Education in
Perioperative Medicine. 2014;12(1):E054.
Millennial Medical Students’ Expectations of Anesthesia Education-Curriculum
Jacob Jewulski, MS-31, Lucas Reitz, MS-41 , Carly Farr, MS-41, Lisa Spencer, MS-41, Kathy D. Schlecht, D.O.2
1Student, Oakland University William Beaumont (OUWB) School of Medicine, Auburn Hills, MI, USA,
2Associate Professor, Oakland University William Beaumont (OUWB) School of Medicine, Auburn Hills, MI, USA.
IRB Approval
Qualtrics Survey
(Data
Collection)
Statistical
Analysis
Interpretation
Publication &
Implementation
Figure 1. Comparing interest during the rotation and whether the
student had an interest in anesthesia vs. no interest in anesthesia
Figure 2. Comparing interest in anesthesia vs. no interest in anesthesia,
with amount of time devoted to anesthesia vs. pain management.
A special thank you to Mr. Patrick Karabon
for biostatistics support on this project

Introduction
Patient education is a process guiding patients to be
better informed about their own health and allows for
better health outcomes (1). Shared decision making, a
hallmark of patient-centered care, is an extended
benefit of patient education whereby patients get to
play an active role in their own health. (2)
Decision aids are a tool that allows for both better
patient education and facilitated shared decision
making especially in topics where making choice
requires close comparisons and involves
preference.(3)
A growing number of hand surgeons have been
performing Wide-Awake-Local-Anesthesia-No-
Tourniquet (WALANT) instead of traditional-
tourniquet surgery (4), yet patient preference
regarding these two surgical options has not been
investigated. This study sought to validate a decision
aid sequence to help patients with Carpal Tunnel
Syndrome (CTS) engage in shared decision making
when choosing between WALANT and traditional-
tourniquet carpal tunnel release (CTR).
Aims and Objectives
● Develop and validate a novel decision aid to
educate CTR surgery candidates to enable them in
making an informed decision when choosing
between traditional-tourniquet and WALANT
surgeries
● Investigate patient preference with regards to CTR
surgical treatment options
● Uncover patient perception of WALANT surgery
Current Results
.
● Alpha testing:
- Collective feedback from fifteen expert hand
surgeons consulted and thirteen patient
advocacy council volunteers helped generate a
more accurate and clearer decision aid
sequence
Expected Results
● Beta testing:
- Patients’ knowledge scores are expected to
show a significant increase after reading the
decision aid table a
- Patients’ decisional conflict scores are
expected to show high decisional confidence
by having an average score less than 25/100.
(6)
Approach/Process
The decision aid sequence exhibits the following five steps (Fig.1):
1. Orientation (OMCT) (5): A validated tool to ensure patients are
capable of making their own decisions
1. Pre-test: An assessment of the patients’ baseline knowledge of the
two surgical treatment options
1. Decision aid table (Fig.2): A table comparing and contrasting the two
surgical treatment options based on evidence based research and
expert consultations
1. Post-test: An assessment of the patients’ knowledge of the two
surgical treatment options after having read the decision aid
1. Decisional conflict test (6): A validated tool to assess how confident
the patient feels about their decision based on their use of the
decision aid
Evaluation Plan
. Validation of the decision aid sequence involve two stages of testing:
● Alpha testing: ensures the decision aid sequence is suitable to proceed to beta testing and administering
to patients by:
- Consulting hand surgeons who are experts in both traditional-tourniquet and WALANT surgeries to
ensure the accuracy of the sequence
- Consulting a patient advocacy council to ensure the readability and clarity of the sequence
● Beta testing: assesses the effect of the decision aid sequence on the patients’ knowledge and decisional
conflict scores
Discussion
The alpha and beta testing results assist increasing
patients knowledge scores and their decisional
confidence attesting to the validity of the sequence
rendering it suitable for administration in clinics. It
also allows providers to understand their patient
preferences in regards to walant.
References
1. Falvo DR. Effective patient education: a guide to increased adherence. et al. Sudbury,
Massachusetts: Jones & Bartlett Publishers; 2011
2. Barry MJ, et al. Shared decision making--pinnacle of patient-centered care. N Engl J
Med. 2012 Mar 1; 366(9):780-1
3. Stacey D, et al. Decision aids for people facing health treatment or screening
decisions. Cochrane Database of Systematic Reviews 2014, Issue 1. Art. No.:
CD001431. DOI: 10.1002/14651858.CD001431.pub4.
4. Lalonde D.H. Latest advances in wide awake hand surgery. Hand Clinics
2019; 35 (1); 1-6. DOI: https://doi.org/10.1016/j.hcl.2018.08.002
5. Katzman R, et al. Validation of a short Orientation-Memory Concentration Test
of cognitive impairment. Am J Psychiatry 1983;140;734-739. DOI:
10.1176/ajp.140.6.734
6. O'Connor AM. Validation of a decisional conflict scale. Med Dec Making 1995;
15(1):25-30. The classic psychometric paper. DOI:
10.1177/0272989X9501500105
Validation of Wide-Awake Hand Surgery Decision Aid
Majd T. Faraj1, Cade A. Cantu2, Brooke G. Garnica3, Nikhil R. Yedulla3, Benjamin M. Sims3, Charles
S. Day4*, M.D., M.B.A.
1)Oakland University William Beaumont School of Medicine, Rochester, MI 2) University of Michigan, Ann Arbor, MI 3) Wayne State University School of Medicine,
Detroit, MI 4) Department of Orthopedic Surgery, Henry Ford Health System, Detroit, MI * Study was carried out in the Henry Ford Health System
OMCT Post-TestDecision Aid
Table
Pre-Test Decisional
Conflict Test
Figure 1: Schematic Representation of the Decision Aid
Sequence
Step 1 Step 2 Step 3 Step 4 Step 5
Figure 2: Decision Aid Table

Table 1. Themes From Focus Groups
Experience with embryology
• “I didn’t even know embryology was really a key component of the medical school curriculum
... it was really all new and I was starting from scratch”
• “... zero experience with embryology prior to medical school”
Perceived difficulty
• ... “took me four or five hours to get through [first embryo lecture] because every other word
was brand new”
• "this new word turns into this new word then turns into this new word"
• "no familiarity with the words in embryo made it harder to master”
Thoughts on Etymological Dissection Approach
• “Build-a-Word … would be very helpful, and people would benefit from that, but I do think
also, just having a list … if you want to [know] hemo … means blood”
• “it’s valuable across all of our courses”, “I think that could be extremely valuable”
Preference for implementation of learning tool
• ”I would do it early, … during orientation week”
• “prefixes … available ahead of time [to] keep referring to it”
Table 1. Prevalent Themes from Focus Groups. Quotes from students depicting general opinions
on their experience with embryology, difficulty, thoughts on EDA, and any preferences or
suggestions for creation of learning tool.
Introduction
Two ways to learn new medical terminology have been
proposed: the translating method and the memorizing
method.1 We propose a third method called the
etymological dissection approach (EDA).
If students identify a word part from their own existing
lexicon, this allows them to:
• create a “context” for the new word2,
• increase learning by connecting information on the
morphological structure of words and inferences
from their self-referential word construct3.
We propose that word dissection combined with
understanding etymological origins (EDA) will lead to a
better understanding and retention of terms.
Aims and Objectives
This study was designed to assess the utility of the EDA in
teaching embryology to medical students. Embryology is a
topic where new terminology can be overwhelming and we
hypothesize that applying the EDA will improve student
learning and retention. The goal is to provide students with
a tool they can apply for the improved understanding of
embryological and medical terminology in general.
Conclusions
• Students applied the EDA tool and used the EDA Resources.
• The EDA worksheet was not not valued as much as the EDA
workshop and online module.
• The EDA appears to help students with embryology
terminology.
• The EDA is a a tool that can be added to a medical student’s
skillset and used throughout a career requiring life-long
learning.
Phase II
Pre-survey
• Pre-survey data revealed students understand
etymology but had little to no prior embryology
knowledge.
• 55% of students reported fluency in Spanish, but little
to no familiarity with Greek (1%) or Latin (7%).
• Students sometimes applied (2.327 +/- 1.203; 1=
never; 5= always) a similar technique to the EDA.
• Students found the EDA worksheet useful (3.051 +/-
0.972; 1=not at all useful; 5=extremely useful).
EDA Workshop
• Approximately 2/3 of the class of 2023 (~85) attended
the voluntary “hands-on” EDA workshop.
Post-survey
• Of those respondents who completed the post-survey,
24 attended the in-person EDA workshop, whereas 3
did not.
• When asked if they used the pre-matriculation EDA
worksheet and found it helpful, students were:
• neutral (48%),
• somewhat positive (40%).
• In contrast, students were more positive about the
EDA workshop:
• 64% found it somewhat to extremely helpful
and
• 76% found the EDA resource somewhat to
extremely helpful.
• The majority of students (Figure 1) report they:
• applied the EDA for learning embryology
terminology (72%),
• found it easy to apply (56%),
• found it useful (68%), and
• made it easier to understand (68%) and
remember (68%) terminology.
• Mean Likert scores indicate that the majority of
responding students:
• used the EDA tool throughout the semester
(2.96+/-1.22)
• plan to use the EDA in the future (3.64+/-1.16)
• would recommend the tool to their peers
(2.44+/-1.33)
• thought it helped improved their
understanding of new terminology (3.48+/-
1.02).
Discussion
About 65% of pre-survey respondents reported to understand
etymology and about 65% reported that they already apply an
EDA-like approach more than half the time. This perhaps
reflects some students (18%) have already taken a medical
terminology class. Nevertheless in the post–survey, the number
of students saying they apply an EDA-like approach increased to
85%, suggesting more understood and applied the approach.
However, we need to compare pre- and post-surveys to confirm
(Phase III).
While students valued the workshop and online resources, the
EDA worksheet was not as valued. Future iterations will try to
make the worksheet more accessible.
Since a knowledge of Romance languages is thought to improve
word recognition2,3, we want to determine how the language
backgrounds of our students influences their EDA use and
opinions.
In Phase III we will match pre- and post-survey data to
determine statistically how students with certain language and
course backgrounds, as well as career experience and choices
responded to the EDA and its utility, and if there was truly
increased application of the EDA.
References
1. Smith SB, Carmichael SW, Pawlina W, and Spinner RJ. Latin
and Greek in gross anatomy. Clin Anat. 2007;20(3):332-337.
2. Brahler CJ, and Walker D. Learning scientific and medical
terminology with a mnemonic strategy using an illogical
association technique. Adv Physiol Educ. 2008;32(3):219-224.
3. Brown AO. Lexical access, knowledge transfer and meaningful
learning of scientific terminology via an etymological approach.
Int J Biol Educ. 2014;3(2):1-12.
Determining the Effectiveness of an Etymological Learning Tool
Madison Mohr1, Elizabeth J Olive2, Mallikarjuna Barremkala3, Berkley J Browne4, and Judith M Venuti3
1Class of 2021, 2Class of 2020, 3Department of Foundational Medical Studies, 4Student Affairs,
Oakland University William Beaumont School of Medicine, Rochester, MI 48309
Methods
The study was conducted in two phases:
Phase I
Data from Class of 2021 Focus groups (n=17) was analyzed
using NVivo software and guided content, timing, and
mode of delivery of EDA resources.
Phase II
EDA Resource Creation involved the design, delivery and
assessment of the EDA. In Fall 2019, we delivered an EDA
worksheet to incoming students and asked they complete a
pre-survey to determine knowledge of embryology,
languages, medical terminology, etc..
An EDA workshop was delivered the 1st week of classes
that walked students through the EDA steps: Connect,
Deduce, Confirm, Understand, and Integrate
An EDA Resource Module containing the exercises from the
workshop was posted for all students to use on the OUWB
Student Success Website.
Students were encouraged to use the resource and
complete a post-survey at the end of the 1st semester.
Surveys included questions that will allow us to match pre-
and post- survey respondents.
Acknowledgements
We thank Dr. Stephen Loftus, Dr. Stefanie Attardi, and Ms.
Stephanie Swanberg for helping with focus groups, and Ms.
Michelle Jankowski and Mr. Patrick Karabon for advice on data
analysis. IRB protocol # 1201615.
Figure 1. Students’ responses to the post-survey questions regarding their use and opinions on
the effectiveness of the EDA
4%8%
24%
4%
8%
12%
16%
20%
32%
32%
28%
44%
56%
60%
48%
60%
60%
64%
40%
24%
12%
8%
8%
8%
4%
8%
8%
0% 20% 40% 60% 80% 100%
I applied the EDA for learning embryology terminology
I found that applying the EDA for learning embryology
terminology was easy
I found that utilizing the EDA for learning embryology
terminology was useful
I found that applying the EDA technique made it easier
to understand embryology terminology
I found that applying the EDA technique made it easier
to remember embryology terminology
Using the EDA made my experience learning
embryological terminology more efficient
Using the EDA made my experience learning
embryological terminology more enjoyable
Figure 1. EDA Use and Effectiveness
Strongly Disagree Somewhat Disagree Neither agree or disagree Somewhat Agree Strongly Agree
Results
Phase I
Focus group recommendations included: develop a pre-matriculation EDA worksheet and an application workshop for incoming students (Table 1).

Introduction
The use of gaming tools has been studied
throughout various aspects of general
education.1 However, little has been done on
their use in medical school.2 Due to the excess
of educational resources available to medical
students, the creation of such learning tools
aims to simplify the learning process for
students and help them efficiently address their
educational requirements.3, 4 In this study, the
Interactive Learning Tool for Anatomy (ILTA) will
assess how users of different experience level
view educational gaming and the benefits the
ILTA will provide for studying anatomy. We
anticipate the experienced users to be able to
obtain higher scores throughout the game, in a
shorter time requirement than the naïve users.
Aims and Objectives
Aim I: Determine whether ILTA positively impact
the learning process of user in anatomy
Aim II: Evaluate the satisfaction of participants
and use their feedback to improve the learning
tool.
Aim III: Determine whether naïve users are able
to reach a similar performance as experienced
users
Assessment of a Video Game for Anatomy
Justin Dzierzawski1, Malli Barremkala M.D.2, Claudio Cortes D.V.M. PhD2
1Class of 2021 M.D. Candidate, Oakland University William Beaumont School of Medicine
Project Design
Figure 1: Diagram of (ILTA) Gaming Process.
Diagram describes the process taken for each participant to assess their
overall knowledge of anatomy, how they learn utilizing the ITLA, and the
overall perspective of satisfaction with the gaming tool for anatomy
education.
Pre-Survey:
Assesses demographic information and
anatomy knowledge
Select Anatomy Module:
Upper extremity (Arm)
Complete the Pre-Test (Level 0):
Assessment of knowledge of upper extremity
Post-Survey
Evaluates usefulness of the ILTA and users’
perception of educational gaming
Complete the Post-test (Level 8)
Assesses how well participants learn through
use of the ILTA
Repeat Each Level 3x
Attempt Levels 1-7
Survey Question Results
Satisfaction
• I love to play this game to learn science
• I enjoy playing this game
• This game is fun
• Overall, my experience with this game was positive
4.1875 (n=16); ≥4 (81.25%)
4.3125 (n=16); ≥4 (81.25%)
4.375 (n=16); ≥4 (94%)
4.75 (n=16); ≥4 (94%)
Learning Value
• This game improves my knowledge of anatomy 4.625 (n=16); ≥4 (94%)
Game-Based Learning (n=16)
• Pre-Survey: How useful do you find video games for learning?
• Post-Survey: How useful do you NOW think video games are as learning tools?
4.0625 (0.929)
4.5 (1.211)
t(15)=1.1001,
p=0.2885
Feedback
• Game provides feedback about how my peers (other players) were performing
• Knowing my peers (other players) performance was useful
• This game provides feedback about how I was performing
• This game helps me assess my own learning needs
4.75 (n=16); ≥4 (94%)
4.125 (n=16); ≥4 (62.5%)
5.0625 (n=16); ≥4 (100%)
4.5625 (n=16); ≥4 (94%)
Anatomy Expertise (n=16)
• Pre-Survey: How would you describe your expertise in the anatomy of the
upper limb?
• Post-Survey: How would you NOW describe your expertise in the anatomy of
the upper limb?
3.625 (1.024)
4.4375 (0.892)
t(15)=2.2815,
p=0.0375
Quality Assessment
• I would recommend this game as a tool for leaning anatomy 4.5625 (n=16); ≥4 (87.5%)
Table 1: Survey Results. The table demonstrates the results from the pre- and post-survey, portraying the effectiveness of
the survey in multiple areas.
Conclusions/Discussion
ILTA has the ability to aid both experienced and naive users in
increasing their anatomy knowledge.
Early data for the ILTA is portraying its overall effectiveness as a
learning tool. Although we did not find significant differences
between the scores of naïve vs experienced, there are trends
indicating that naïve participants had a lower average score.
Future studies will require more participants to determine if this
difference exists. We can not exclude the fact that users that
described themselves as naïve had prior anatomy experience,
thus explaining the similar scores between the two groups. This
suggests that it is necessary to include a group of participants
without prior knowledge in anatomy.
We were not able determine whether experienced users are
faster or achieve higher scores than naïve users in each level
(data not shown). It is possible that experience users take longer
to play the game to assure accuracy, when compared with naïve.
More participants are required to confirm this notion.
Results Summary of results
• We designed the ILTA for use in medical education to teach
anatomy
• The ILTA assists students in learning the anatomy of the
upper limb, as demonstrated in the significant improvement
in average of post-test versus pre-test scores. However, there
was no difference in the scores between naïve versus
experienced users.
• Survey data shows that participants were overall satisfied
with ILTA; participants found that the game helped them
improve their knowledge, users thought the game provided
feedback, users would recommend it to others, and ILTA did
significantly increase their expertise in the anatomy of the
upper limb.
• Our results shows that no differences were observed in how
fast naïve vs experienced users played the game (data not
shown).
0
1
2
3
4
5
6
7
8
Naïve Expert
#Questions
Pre-Test
Post-Test
0
1
2
3
4
5
6
7
8
Pre-test Post-test
#Questions
n.s.
p < 0.05
n.s.A B
Figure 2: Effectiveness of ILTA. A) Comparison between pre-test and post-test. Participants (n=15) completed a pre-
test and a post-test following completion of the game, and the averages were compared. The average number of
questions correct, out of 8, on the pre-test were 4.4±2.2 and on the post-test were 5.7±1.5. B) Comparison between
experienced and naive using ILTA. Experienced (n=6) and naive (n=9) completed playing of the ILTA. The pre-test and
post-test performances, out of 8 questions, for each group was compared. The median pre-test and post-test score for
experienced players was 4.6±2.6 and 6.2±1.7, respectively. The median pre-test and post-test score for naive players
was 4.3±1.8 and 5.4±1.4, respectively.
References
1. Sward KA, Richardson S, Kendrick J, Maloney C. Use of a Web-Based
Game to Teach Pédiatrie Content to Medieal Students. 2008;8:354-360.
2. McCarroll ML, Pohle-Krauza RJ, Martin JL. Active learning in the
classroom: a muscle identification game in a kinesiology course. Adv
Physiol Educ. 2009;33(4):319-322. doi:10.1152/advan.00013.2009
3. Johnson EO, Charchanti A V., Troupis TG. Modernization of an anatomy
class: From conceptualization to implementation. A case for integrated
multimodal-multidisciplinary teaching. Anat Sci Educ. 2012;5(6):354-366.
doi:10.1002/ase.1296
4. Rondon S, Sassi FC, Furquim De Andrade CR. Computer game-based and
traditional learning method: A comparison regarding students’
knowledge retention. BMC Med Educ. 2013;13(1):1. doi:10.1186/1472-
6920-13-30
Acknowledgements
Special thanks to the OUWB SOM and the Embark program
in the support of this study and its development.
IRB Net ID #:893731-5

Introduction
• The 2018 LCME Independent Student
Survey conducted by OUWB revealed
that there was a perceived lack of time
for self-directed learning, leading to high
levels of stress.1,2
• To quantify these sentiments, members
of OUWB Medical Student Government
(MSG) created an online survey focusing
on how OUWB’s class schedule impacted
student wellness, with the hope of using
the data to effectively implement change
in the class schedules & curriculum.
• A significant portion of the survey
focused on OUWB’s 2-hour lunch break,
which constitutes a substantial portion of
students’ on-campus time during the
preclinical M1 and M2 years.
• Can changing the timing or duration of
the lunch break increase student
wellness?
Aims and Objectives
• Determine student opinions on the
current status of OUWB’s lunch break.
• Evaluate student uses of the 2-hour
lunch break time.
• Assess students’ preferred amount of
time for a lunch break.
• Collect narrative comments from
students regarding their experiences with
the lunch break.
Approach/Process
• OUWB MSG conducted a cross-sectional study of all currently-enrolled medical students at
OUWB (M1-M4) in the Fall 2018 semester. The online survey was open from October 24, 2018
to December 12, 2018 (50 days). Students were emailed links to voluntarily participate in the
online Qualtrics survey; reminder emails were sent to all students at the midway point and five
days prior to the close of the survey.
• In total, 255 students opened the survey and 239 students answered at least one question.
The data in this report reflect the responses of 239 individuals, representing all four classes. A
response table is shown in Table 1 below.
• There were 4 questions regarding the lunch break on the survey:
1. A 5-point Likert scale to quantify current feelings on the lunch break.
2. A rating of how often students used their lunch break for specific activities such as
exercising, meeting with faculty, and attending mental health appointments.
3. A question asking students about their ideal length of time for a lunch break.
4. A final question seeking comments about the lunch break.
Results
• 52% of respondents disliked the lunch break, 40%
liked it, and 8% were indifferent.
• Student organization activities, studying, and
socializing, and eating lunch were the most common
activities that occurred during the lunch period. Of
note, over 75% of students surveyed never used the
lunch break for personal errands, doctor’s
appointments, or mental health counseling, which
required leaving O’Dowd Hall.
• Mean preferred time for a lunch break was 67
minutes, with significant peaks in the distribution
around 30 and 120 minutes, as seen in Figure 1.
Discussion
• OUWB’s current lunch break duration of
2 hours does not align with student
preferences.
• Overwhelmingly, students do not use the
lunch break to run errands and attend
doctor’s appointments.
• As a result of this survey, course directors
experimented with a 1-hour lunch in the
Neuro 2 course in Winter 2019.
• In the following academic year of 2019-
2020, preclinical schedules kept Tuesday
as the only weekday with a 2-hour lunch,
with 1-hour lunches on remaining days.
• M1 and M2 lunches do not always occur
during the same hour.
• Limitations of this study include low
response rates in the M3 and M4 class.
• Next steps involve improving student
response rates to similar surveys, and
surveying faculty in a similar matter to
obtain a broader view of time and
schedule concerns.
• Students should also be re-surveyed
regarding impact of the changes on
student organization activities and time
for independent study.
References
1. LCME Independent Student Survey
Analysis - Oakland University William
Beaumont School of Medicine.
Rochester, MI; 2018.
2. Functions and Structure of a Medical
School (Contains LCME Standards). 2017.
http://lcme.org/publications. Accessed
March 24, 2019.
Starving for Time: An Analysis of OUWB Student Preferences
on the 2-Hour Lunch Break
Mitchell Reitsma MS-31, Victoria Greenstein MS-31, Nina Diklich MS-21, Gustavo Patino MD PhD2
1 Medical Student, Oakland University William Beaumont School of Medicine
2 Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine
Class of Number of Respondents Total Students Response Rate
2022 (M1) 84 127 66.1%
2021 (M2) 74 119 62.2%
2020 (M3) 43 117 36.8%
2019 (M4) 38 130 29.2%
Total 239 493 48.5%
Table 1: Respondents by Class
Figure 1: Preferred Time for Lunch
Break (Minutes)

Introduction
Self-Determination Theory (SDT) is a
framework for understanding motivations for
behaviors, which posits that three basic human
needs predicate motivation: the needs for
competence, autonomy and relatedness1.
Principles of SDT can be used to analyze
students’ motivations for engagement in
learning activities2. This study examines
motivational factors that influenced OUWB
students’ decisions not/to attend lectures. This
analysis applies well-established psychological
theories to help guide educational policies and
practices.
Aims and Objectives
• Apply SDT to preclinical medical education
• Evaluate OUWB students’ motivations for
attending non-mandatory preclinical
lectures in-person
• Recommend curricular changes to improve
self-determined learning
Discussion
• The need for relatedness by social opportunities
during lectures was highly rated by respondents.
• Many students showed strong self-efficacy in their
ability to learn content and pass exams without
attending lectures.
• Extrinsic factors can be effective tools to motivate
class attendance, but show wide variability
• A wide variance in how individual study
preferences affect attendance may indicate a
variety of learning styles employed by OUWB
students.
Approach
• OUWB Medical Student Government (MSG) conducted a cross-sectional study of all medical
students enrolled in Fall 2018. Students were emailed links to voluntarily participate in the
Qualtrics survey, which was open from October 24, 2018 to December 12, 2018.
• In total, 255 students opened the survey and 239 students answered at least one question.
The data in this report reflect the responses of 200-221 individuals (depending on the
question answered), representing all four classes at OUWB.
• Students were asked to use a 5-point Likert scale to rate how selected factors influence their
decision to/not to attend non-mandatory preclinical lectures.
• Motivational factors were categorized into a single group: autonomy, competence, relatedness
and descriptive statistics were calculated for each (Figures 2-3).
Results Evaluation Plan
Students were asked to rate the factors influencing their decision to (not) attend lecture in-
person using a 5-point Likert scale. The Likert scale represents 1-5, strongly disagree to strongly
agree, respectively. Therefore, a higher mean indicates that students more strongly agree that the
indicated factor influences their decision not/to attend lecture in-person.
Conclusions
Medical students are often highly motivated to
achieve academic excellence and many have
developed efficient learning skills throughout their
education. Preclinical medical education should
promote autonomy-supported activities that
encourage students to master material while
connecting to peers and instructors in order to foster
motivation, enhanced performance, resilience and
wellness. Any potential curriculum reform must
consider the wide variation of motivations and
preferences of OUWB students.
References
1. Ryan RM, Deci EL. Self-determination theory and
the facilitation of intrinsic motivation, social
development, and well-being. Am Psychol.
2000;55(1):68-78. doi:10.1037//0003-
066x.55.1.68
2. Lyness JM, Lurie SJ, Ward DS, Mooney CJ,
Lambert DR. Engaging students and faculty:
implications of self-determination theory for
teachers and leaders in academic medicine. BMC
Med Educ. 2013;13(1):151. doi:10.1186/1472-
6920-13-151
Should I Stay or Should I Go: Applying Self-Determination Theory
to Examine OUWB Students’ Motivations for Attending Lectures
Figure 1: Factors contributing to Self-Determination Theory
Victoria Greenstein MS-31, Mitchell Reitsma MS-31, Nina Diklich MS-21, Gustavo Patino MD PhD2
1 Medical Student, Oakland University William Beaumont School of Medicine
2 Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine
Extrinsic Factors Mean Std Dev Var Count
I attend lectures to be eligible forhonors 4.47 1.02 1.03 220
I feel obligatedto attend lectures because I pay tuition 3.03 1.35 1.83 220
My classmates put pressure on me to attend lectures 1.99 1.19 1.42 220
My familyputs pressure on me to attend lectures 1.81 1.22 1.48 220
Extrinsic Factors 2.83
Relatedness Factors Mean Std Dev Var Count
Attending lectures gives me a sense of community 3.84 1.21 1.47 220
The instructors are enthusiastic 3.75 1.12 1.26 221
I attend lectures to be social withmy classmates 3.61 1.24 1.53 220
I enjoy meeting/learning from different faculty 3.59 1.18 1.39 220
I attend lectures to learnfrom myclassmates 2.74 1.42 2.01 219
Relatedness Factors 3.50
Competence Factors Mean Std Dev Var Count
Important topics are emphasizedin lectures 3.54 1.3 1.68 221
The instructors are well prepared and organized 3.43 1.2 1.45 221
Attending lectures keeps me "on track" with the material 3.28 1.49 2.21 219
The instructors help me understand the material 3.28 1.39 1.92 222
I am able to ask questions in lecture 2.62 1.4 1.95 221
Competence Factors 3.23
Autonomy Factors Mean Std Dev Var Count
I attend lectures because I have to be on-campus for other
classes/events 3.31 1.24 1.54 220
Activities during lectures are beneficial and help me
understand the material 2.89 1.33 1.78 221
Attending lectures enhances mylearning 2.89 1.42 2.01 218
I enjoy attending lectures 2.74 1.36 1.85 219
I focus on the lecture better while attending in-person 2.6 1.56 2.44 221
It is easierto learn the material by attending lectures than
learning on myown 2.38 1.44 2.07 220
Autonomy Factors 2.80
Autonomy Factors Mean Std Dev Var Count
I forgo lectures to study for the given course 4.1 1.17 1.38 200
I prefer self/groupstudy over attending lectures 3.96 1.2 1.45 203
I hadn't gotten enough sleep 3.63 1.37 1.88 200
I forgo lectures to study for other courses 3.44 1.34 1.8 200
I believe that lectures are a hindrance to my learning 3.16 1.35 1.82 202
Autonomy Factors 3.66
Figure 2: Factors that influence students decision to attend lecture in-person Figure 3: Factors that influence students decision NOT to attend lecture in-person
Competence Factors Mean Std Dev Var Count
I believe I can pass exams without attending lectures 4.07 1.15 1.33 200
I feel the material inthe lecture is poorly presented 3.89 1.16 1.35 202
Attendance at lectures does not affect myacademic
achievement 3.48 1.36 1.84 200
I feel the content of the lecture is poor 3.43 1.24 1.55 203
Even if I don't attend lectures, the lecture notes are enough 3.34 1.22 1.48 201
Competence Factors 3.64
Extrinsic Factors Mean Std Dev Var Count
I have other important things to do during the lecture time
(appointments, family/personal responsibilities 3.08 1.41 1.98 199
Lecture times don't suit me (too early, too late, etc.) 2.9 1.49 2.21 200
I feel my health-relatedissues have an effect on my lecture
attendance 2.58 1.49 2.23 200
Extrinsic Factors 2.85
Relatedness Factors Mean Std Dev Var Count
I choose not to attend lectures because don't like the other
students in my class
1.34 0.85 0.71 200
Relatedness Factors 1.34

Introduction
● The Latino Medical Student Association (LMSA) at Oakland
University William Beaumont School of Medicine (OUWB) is
an outcome-based student association that organizes
several service, educational, and social events throughout
the year.
● Service events vary from longitudinal programs mentoring
local Latino youth to volunteering at the Beaumont
Hospital, Royal Oak to read to children.
● Educational events include teaching OUWB students
medical Spanish and hosting physician panels to discuss
various topics such as experiences as minority physicians.
● Social events include salsa events during which our own
faculty advisor, Dr. Cortes, teaches OUWB students
different Latin dances.
● Many medical student organizations often create programs
for the community; however, the results of these programs
and the frameworks for replication are not consistently
recorded or presented.
● Student-organized service learning has been shown to
provide important medical knowledge, improve cultural
understanding, and develop interpersonal skills not
emphasized in the classroom. These experiences have been
favorably rated by higher education students.1,2
● Outcome-based organizations with service-learning
programs also create opportunities for student leadership
and professional development.2,3
Aims and Objectives
● To become an outcome-based chapter and portray how our
results have contributed to improvements within the LMSA
run community programs.
● To promote diversity, equity, and inclusion by encouraging
personal growth and improving cultural humility of our
medical students through projects with the local
underserved and Latino populations as well as through our
educational events.
● To build camaraderie between Latino and other medical
students through educational, leadership development, and
social events.
● To further promote diversity, equity, and inclusion by
encouraging Latino and Hispanic students of all ages to
pursue careers in medicine and health care services which
address the health care needs of members of the Hispanic
community in the United States.
Outcomes
● Since 2013, LMSA has developed into an outcome-based
student association that promotes diversity, equity, and
inclusion.
● From 2016-2019, OUWB-LMSA has held 10 educational
activities, 8 community service, 8 social events, and
created 1 program manual.
● Several program evaluations began in 2017 and since
OUWB-LMSA has mentored/tutored approximately 120
children for 2,800 service hours, and 13
scholarly activities with medical students, including 3
regional LMSA positions, 2 workshops, 4 grants, 1 TED
Talk, and 5 national presentations.
Approach/Process
● Program evaluations have been completed by OUWB-LMSA
members in order to produce measurable outcomes that
describe the growth of the OUWB-LMSA chapter from 2013
to present. A focus is placed on the creation of faculty and
student-organized programs that expanding both
the community’s and medical students’ knowledge base.
● Participant and mentor satisfaction (survey) and
effectiveness of learning through health educational
activities (pre- and post-tests) were examined for chapter
programs including the OUWB-Hispanic and Newcomer
Outreach (HNO) Mentoring Program, Summer Anatomy
Program, Medical Spanish, and Physician Panel.
● Leadership and scholarly activities produced by the OUWB-
LMSA chapter were quantified.
Evaluation
Discussion
● We have established an outcome-based LMSA chapter
that has successfully partnered with the Latino
community and increased diversity, equity, and inclusion.
● LMSA medical students at OUWB have served as vital
resources to positively influence Latino youth in the local
community through regular mentorship and service.
● Evaluation of its community service activities has led to
measurable improvements in the satisfaction and
effectiveness of each program analyzed.
● By becoming outcome-based, the OUWB-LMSA chapter
has provided its members numerous leadership
opportunities and opportunities for scholarly activities.
● Research experience has been shown to be correlated
with successful matching into competitive specialties,
including surgical fields.3 Providing more scholarly
opportunities (abstracts, posters, publications) for LMSA
members may increase competitiveness for residency
match process.
● Our chapter’s growth can serve as a model for others to
produce outcome-based student organizations in the
best interests of the community, faculty, and medical
students.
References
1. Mediratta RP, Rizal R, Xie J, et al. Galvanizing medical students in the administration of
influenza vaccines: the Stanford Flu Crew. Advances in Medical Education and Practice. July
2015:471-477. doi:10.2147/amep.s70294.
2. Long JA, Lee RS, Federico S, Battaglia C, Wong S, Earnest M. Developing Leadership and
Advocacy Skills in Medical Students Through Service Learning. Journal of Public Health
Management and Practice. 2011;17(4):369-372. doi:10.1097/phh.0b013e3182140c47.
3. Rinard JR, Garol BD, Shenoy AB, Mahabir RC. Successfully Matching Into Surgical
Specialties: An Analysis of National Resident Matching Program Data. Journal of Graduate
Medical Education. 2010;2(3):316-321. doi:10.4300/jgme-d-09-00020.1.
Figure 1. Overview of the organization of the OUWB-LMSA Chapter.
Physician Panel
Medical Spanish
Students
Salsa Night
Social
Faculty Advisor
OUWB
Administration
Mentoring Program
ORGANIZATION OF OUWB-LMSA
CHAPTER
Summer Anatomy
Program
Service Educational
Reach Out and Read
Rising Stars SAT
Program
Documentary Night
Minority Student
Panel
Dinner with a
Doctor
Hispanic Heritage Month
School Supply Drive
Medical Spanish
Mentoring Program
Salsa Nights (twice a year)
Summer Anatomy Program
Minority Student Panel
Physician Panel
Reach Out and Reach
SAT Program
Documentary Event
Posters Presented at Regionals
Posters/Workshops Presented at Nationals
2015-2016 2016-2017 2017-2018 2018-2019
Regional E-Board Member
Grants Awarded to Chapter
Educational
Community
Service
Social
Professional
Development
Leadership
Overall Growth of the OUWB-LMSA Chapter
Figure 3. Timeline of OUWB-LMSA chapter growth.*Program was not included under the LMSA chapter.
Dinner with a Doctor
Managing Microaggression Event
*
SNMA/LMSA Procedure Night
Community Service Program Manual
Outcomes
Some data
OUWB-LMSA Program Evaluations
Program
Mentoring
Program
2016
Mentoring
Program
2017
Mentoring
Program
2018
Summer
Anatomy
Program
2017
Summer
Anatomy
Program
2018
Medical
Spanish
2017
Medical
Spanish
2018
Sessions 8 16 12 4 6 15 14
Part of LMSA No Yes Yes Yes Yes Yes Yes
Student
Coordinators
1 4 2 2 2 2 2
Professors
Involved
1 5 2 1 1 1 2
Medical Students 12 18 25 6 9 30 19
Mentees/Youths 11 19 25 30 44 x x
Free Clinic
Translator
Opportunities
x x x x x 7 14
Educational/Bondi
ng Topics
5 13 8 5 5 x x
Number of Field
Trips
3 3 4 x x x x
Community
Service Hours
471.3 1090 1076.3 72 84 x x
Program Manual
Created
No No No No Yes No No
Figure 2.
Data
collected
from three
of the
OUWB-
LMSA
student led
programs.
Figure 6. Overall effectiveness of sessions. Children ages six to sixteen were subjected to educational
activities, including anatomy of the gastrointestinal, brain, heart, lung and musculoskeletal systems. Pre and
post-tests were provided. Statistically significant improvements in pre- vs. post-test scores were seen in all
five sessions for all participants (p <0.05).
Overall Effectiveness of the Summer Anatomy Program Sessions
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
1.1
1.2
Session 1 Session 2 Session 3 Session 4 Session 5
Score(%)
20
0
40
60
80
100
N=59
N=59
N=52
N=52
N=54
N=54
N=67
N=67
N=64
N=64
Post-quizPre-quiz
OUWB-HNO Mentoring Program– Medical Student Satisfaction Survey
Question 2016-2017 2018
Q1: Students with mentoring experience 69% 83%
Q2: Students who previously mentored Hispanic children 20% 26%
Average (SD)
Satisfaction with the mentoring program (2 questions) 5.13 (0.69) 5.17 (0.68)
How would you describe your proficiency as a mentor BEFORE you
finished at HNO?
2.69 (0.47)* 3.04 (0.82)*
How would you describe your proficiency as a mentor AFTER you
finished at HNO?
3.47 (0.50)* 3.65 (0.49)*
Communication (2 questions) 5.17( 0.57) 5.02 (0.49)
Understanding the needs of children (2 questions) 4.87 (0.65) 4.87 (0.59)
Recommendation to other students
Q11: Would you recommend other medical students to become
mentors for the OUWB-HNO mentoring program?
5.48 (0.59) 5.61 (0.72)
Become better physicians
Q12: Being a mentor as a medical student would help me as a future
physician
5.48 (0.74) 5.48 (0.90)
Learned health topics
Q14: I have learned about health-related topics during the
mentoring program
4.1 (1.29)
(n=18)
4.61 (0.89)
(n=23)
Figure 4. Analysis of satisfaction surveys given to medical student mentors after the one year mentoring
program. In both 2016-2017 and 2018, a statistical difference in self-rated mentor proficiency was found
(p<0.00001 and p<0.0002 respectfully).
Figure 5. Children and teenager satisfaction survey results. Latino children and teenagers completed the
surveys. The data was provided from HNO.
Satisfaction survey (Summer Anatomy Program) Average (SD)
N=63
Overall satisfaction with the summer anatomy
program (7 questions)
5.03 (1.37)
Content presentation (2 questions)
Q1: The sessions were effectively organized.
Q2: Using the human models helped me learn about anatomy.
5.17 (0.80)
Teamwork (2 questions) 5.18 (0.87)
Clarity of expectations and directions
Q3: The instructors (medical students) explained concepts clearly.
5.37 (0.68)
Encouragement of student questions and
participation
Q4: The instructors (medical students) encouraged me to ask questions and
participate.
5.31 (0.78)
Overall teaching effectiveness
Q5: How would you rate the overall effectiveness of the instructors’
(medical students’) teaching?
5.41 (0.72)
Helpfulness/availability
Q6: The instructors (medical students) were helpful when I had difficulties
or questions.
5.45 (0.59)
Theory/content knowledge
Q8: I have learned about health-related topics during this anatomy summer
program.
5.33 (0.68)
Acknowledgements
● Hispanic and Newcomer Outreach Services - Catholic
Charities of Southeast Michigan
● Oakland University William School of
Medicine COMPASS Program
● 2019-2020 M1 Representatives: Brittany Silverman
and Andrew Shanholtzer
● 2018-2019 LMSA E-Board: Cheyenna Espinoza, Maria
Munoz, Patricia Fuentes, and Alexandra Hospodar
● OUWB LMSA members who contributed to previous
years data collection: Alyssa Perozich, Mallory Peters,
Connor Whitaker, Belinda Asare, Carla Villarreal, and
Eduardo Lamas-Basulto
● IRB Non Research: 135756-1 and 135756-1
Latino Medical Student Association Chapter at OUWB
Kristen Cuadra1, Anet Szatkowski1, Cristian Solano1, Ricardo Balladares1, Helen Huetteman1, Ryan Rogers1, Tanya Gonzalez1, and Claudio
Cortes D.V.M., Ph.D.2
1Medical Students, Oakland University William Beaumont School of Medicine, Rochester, MI
2Faculty Advisor for LMSA, Oakland University William Beaumont School of Medicine, Department of Foundation Medical Sciences, Rochester, MI

Introduction
• Determinants of an effective, high-quality
clinical teacher are complex with variability
based on different factors.
• We performed a literature search to
identify the clinical teaching characteristics
(Table 1) to use in this study. 1
Aims and Objectives
• This study aims to determine the clinical
teaching attributes considered most
important by medical students,
residents/fellows, and faculty, and these
factors vary by demographics.
• In addition, it aims to ascertain how well
clinical educators at Beaumont Health
exemplify these characteristics.
Table 1: The 16 clinical characteristics chosen for
examination in this study.
What Factors Are Most Important in Effective Clinical
Educators; How Does Beaumont Health Compare?
Gianna M Guzzardo, MD1, Kalli J. Doyle, MD1, Patrick Karabon2
1. Department of Pediatrics, Pediatric Residency Program, Beaumont Health 2. Oakland University William Beaumont School of Medicine
Approach/Process
• An electronic Qualtrics survey will be distributed to Oakland University William
Beaumont medical students, residents/fellows, and faculty at Beaumont Health’s eight
hospitals.
• Participants taking the survey will indicate whether they agree that the 16 clinical
characteristics (Table 1) are important factors in effective clinical teaching and will rate
each characteristic on a five-point Likert scale from strongly agree to strongly disagree
(Figure 1).
• Medical student and resident participants will be asked to rate how well they felt their
clinical educators at Beaumont Health exemplify these attributes on a similar five-
point scale from excellent to needs improvement (Figure 2).
Figure 1: Representation of the five-point Likert scale used to assess the degree to which participants
feel each characteristic/attribute is an important factor in effective clinical teaching.
Figure 2: Representation of the five-point Likert scale used to determine how well participants feel
their clinical educators at Beaumont Health exemplify each characteristic.
Results
• Data collection, results, and plans for the
dissemination of data along with response
rates, are pending IRB approval.
Discussion
• Previous studies have demonstrated both
similarities and differences in the
importance placed on certain clinical
teaching attributes by medical students,
residents/fellows, and faculty.
• We will determine what Beaumont Health
believes are the most critical clinical
characteristics of medical educators and
whether these factors vary among
specialties or generations.
• We aim to demonstrate that the majority of
students and residents believe the faculty
at Beaumont Health are effective clinical
educators in the areas identified in the
study. We also hope to inform the health
system so potential improvements can be
made to continue to enhance the emphasis
placed on medical education.
References
1. Buchel, T. L., & Edwards, F. D. (2005).
Characteristics of Effective Clinical
Teachers. Family Medicine, 37(1), 30-35.

Teacher knows best: Student-requested YouTube-based pre-matriculation resources do not
alleviate student anxiety in anatomy
Stefanie M. Attardi, PhD; Douglas J. Gould, PhD; Rebecca L. Pratt, PhD; Victoria A.
Roach, PhD
Department of Foundational Medical Studies
Oakland University William Beaumont School of Medicine
Sentence on how topic connects to medical education
This study examines the effect of anatomy pre-matriculation videos on first-year OUWB
students.
Introduction
Emergent literature trends report student preference for and dependence on video-based
resources. These sentiments were echoed by OUWB students through focus groups and course
evaluations. These data supported the creation of a YouTube video series, to deliver introductory
information (such as the structure of the anatomy curriculum, facilities, and resources) to
students before matriculation. This study aimed to assess if anatomy pre-matriculation videos
affect students' anatomy specific state anxiety levels.
Methods
Two professionally-produced YouTube videos covering introductory topics were distributed to
2019 matriculants. These videos were designed according to Mayer's 12 Principles of
Multimedia Learning, and in-line with Cognitive Load Theory. To evaluate the videos'
longitudinal impact, students completed the State-Trait Anxiety Inventory and a demographic
questionnaire in 2018 (n=120; 94% response rate) and 2019 (n=118; 95% response rate), with
the 2018 cohort serving as a historical control for comparison.
Results
These data confirmed equivalence between the two groups in terms of general trait anxiety
between 2018 and 2019, (Independent Samples Mann-Whitney U; p = 0.854). Equivalence was
observed between the two cohorts for anatomy specific state anxiety, even when controlling for
student video exposure (Independent Samples Kruskal-Wallis; p = 0.495). These data confirmed
a long-held suspicion among educators, revealing that anatomy specific state anxiety is
significantly lower in those students with prior anatomy exposure (Independent Samples Mann-
Whitney U; p=0.006). Further inquiry into students' prior anatomy experience identified that
individuals with post-secondary dissection experience are significantly less anxious than their
peers without anatomical experience (Independent Samples Kruskal-Wallis, with Bonferroni
correction; p=0.023).
Discussion/Conclusions
These results may serve as a cautionary tale to educators considering anatomy curricular reform
with the intention of reducing student anxiety. While student preference for video-based
instructional materials may be prevalent, videos fail to prepare students for the psychological
impact of the dissection experience.

Integrative Online Histology Module Improves Pathology Self-efficacy for Medical
Students with Lower Course Assessment Scores
Daniel T Schoenherr1
, Mary O Dereski, PhD1
, Kurt D Bernacki, MD1,2
, Said Hafez-
Khayyata, MD1,2
, Stefanie M Attardi, PhD1
1
Oakland University William Beaumont School of Medicine
2
Beaumont Health System
Sentence on how topic connects to medical education
This project demonstrates that an online histology review module improved self-efficacy in
respiratory pathology for medical students with lower course performance prior to the study.
Introduction
Integration of core concepts is an important aspect of medical curriculum enhancement. Oakland
University William Beaumont School of Medicine sought to better integrate histology with
pathology in a respiratory course. Computer-based module use for independent study improves
performance and positive feedback in integrated basic medical science curricula and pathology
instruction. The study objectives were to design and implement an online histology module that
prepares students for a pathology laboratory session; determine if the module facilitated short-
term knowledge gain; and determine if module use or previous course performance affected
students’ pathology self-efficacy.
Methods
First-year medical students were invited to complete an online histology review module before
their mandatory pathology laboratory. A validated self-efficacy survey modified for
histopathology skills was administered to participants prior to the module and laboratory. To
determine incoming student performance, pre-study mandatory course assessment scores were
collected.
Results
Post-module quiz scores were significantly higher than pre-module scores (n=32, p=0.002, two-
group Wilcoxon signed rank test). Pre-laboratory self-efficacy was significantly higher than pre-
module self-efficacy in participants of both surveys (n=12, p=0.008, two-group Wilcoxon signed
rank test). Among top-half performers, there was no significant difference in pre-laboratory self-
efficacy between module users (n=9) and non-users (n=10) (p=0.90, Mann-Whitney U test).
Among bottom-half performers, module users (n=5) reported significantly higher self-efficacy
compared to non-users (n=9) (p=0.03, Mann-Whitney U test). Among module users, there was
no significant difference in self-efficacy between top-half (n=9) and bottom-half performers
(n=5) (p=0.44, Mann-Whitney U test). Among non-users, top-half performers (n=10) had
significantly higher self-efficacy than bottom-half performers (n=9) (p=0.01, Mann-Whitney U
test).
Discussion/Conclusions
Module use facilitated short-term gain in knowledge. Module use correlated with significantly
higher self-efficacy among lower performers compared to those that did not use the module.
These findings suggest that modules of this nature may be of greater benefit for students who
initially have lower academic performance.

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