Ontario Student Medical Education Research Conference (OSMERC) 2024 | January 21, 2024
Ontario Medical Students Association OMSA
Published online: January 21, 2024Game Changing: Adapting Anatomy Curriculum into Interactive Learning Experiences
2Education Program in Anatomy, McMaster University, Hamilton, Ontario, Canada
3Department of Pathology and Molecular Medicine, McMaster University, Hamilton, Ontario, Canada
Corresponding Author: Aamna Naveed, email: naveea8@mcmaster.ca
Abstract
Game-based learning (GBL) in medical education involves incorporating content into a game format to facilitate learning and engagement. Through interacting with the game mechanics, GBL facilitates knowledge building whilst also improving student engagement, motivation, and performance. Many medical students express that the content-delivery of anatomy lacks engagement, thus educators can use a GBL format to adapt some aspects of content into games as a way to engage students beyond the traditional classroom. Recognizing this, this project aims to explore the process of adapting renal anatomy course content into interactive games that supplement the Medical Foundations Anatomy course at Michael G. DeGroote School of Medicine. Three educational objectives were defined for the games: learning the sequential structures in the urinary pathway, understanding the physiology behind the reabsorption of metabolically relevant molecules, and applying knowledge to clinical case studies. Ideas were generated on aligning game structure to meet these desired learning outcomes, ensuring it lended to the pedagogical value. Initial game concepts involved stacking anatomical structure cards proximally and distally to each other, role-playing as game pieces that represent metabolites, and collecting physiological and anatomical clues to determine a diagnosis. Prototypes were designed and tested with medical students and teaching faculty. Iterative cycles of collecting feedback and testing resulted in the final games: ORGAN-IZE, Renal Race, and Pathology at Play. Observations indicate that game design was found to align well with the respective learning objectives, suggesting that there is benefit in developing a set of games specific to educational objectives that complement each other and collectively offer holistic educational experiences. Moreover, the feedback received during beta-testing suggests a high level of student and faculty satisfaction in the opportunities for active learning within the game format. This experience suggests a broader applicability for the translation of anatomy content into gamified formats.
The Hidden Curriculum and Its Impact on the Mental Health of Medical Students
2University of Western Ontario Department of Pharmacology and Physiology, University of Western Ontario, London, ON, Canada
Corresponding Author: Matthew Pereira, email: mgraciaspereira2026@meds.uwo.ca
Abstract
It is well documented that residency training is associated with stress and burnout that can contribute to poor mental health, yet many residents do not get the help needed.[1] There is a body of literature demonstrating the serious consequences of resident burnout, encompassing both professional and social life.[2] Institutions offer various institutional supports, but these services can be underused or negatively viewed.[3] One way to approach this problem is by examining the role of the hidden curriculum—the unintended messages conveyed by faculty, staff, and senior residents in teaching hospitals. The hidden curriculum can discourage mental health resource use by propagating stigmas such as confidentiality concerns, fears that help-seeking may impact medical licensure and professional reputation, and guilt about colleagues providing work coverage.[4] The purpose of this position paper is to use the hidden curriculum to increase mental health resource uptake and minimize the stigma in mental health use. I will provide ways institutions can identify hidden biases and strategies medical schools can take to foster a culture in-line with medical core values; to ultimately improve resident mental health. References 1. Nobleza, D., Hagenbaugh, J., Blue, S., Skahan, S., & Diemer, G. (2021). Resident Mental Health Care: a Timely and Necessary Resource. Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry, 45(3), 366–370. https://doi.org/10.1007/s40596-021-01422-1 2. Shanafelt T, Goh J, Sinsky C. The Business Case for Investing in Physician Well-being. JAMA Intern Med. 2017;177(12):1826–1832. doi:10.1001/jamainternmed.2017.4340 3. Aaronson, A.L., Backes, K., Agarwal, G. et al. Mental Health During Residency Training: Assessing the Barriers to Seeking Care. Acad Psychiatry 42, 469–472 (2018). https://doi.org/10.1007/s40596-017-0881-3 4. Billings ME, Lazarus ME, Wenrich M, Curtis JR, Engelberg RA. The effect of the hidden curriculum on resident burnout and cynicism. J Grad Med Educ. 2011 Dec;3(4):503-10. doi: 10.4300/JGME-D-11-00044.1. PMID: 23205199; PMCID: PMC3244316.
Public Perspectives on Myalgic Encephalomyelitis/Chronic Fatigue Syndrome: A Twitter Sentiment Analysis
2Michael G. DeGroote School of Medicine, McMaster University, Hamilton, ON, Canada
3Department of Health Research Methods, Evidence and Impact, McMaster University, Hamilton, ON, Canada
Corresponding Author: Iliya Khakban, email: iliya.khakban@medportal.ca
Abstract
Background: Myalgic encephalomyelitis (ME), also referred to as chronic fatigue syndrome (CFS), is a complex multisystem illness that presents with persistent fatigue, cognitive dysfunction, and impairment of routine functioning. The global prevalence of ME/CFS is between 0.4% and 2.5%; however, the cause(s) of ME/CFS and what constitutes appropriate treatment remain issues of intense debate, and social media has become a popular venue for patients living with ME/CFS to discuss their condition and treatment experiences. Objective: We conducted a Twitter sentiment analysis to inform the areas of interest and concern voiced by people living with ME/CFS and associated stakeholders (e.g., researchers, clinicians that care for this population). Methods: We used Twitter API to collect Tweets posted in the past sixteen years related to ME/CFS. Tweets were cleaned to improve the accuracy of the analyses and stratified according to representative themes related to ME/CFS. A Robustly Optimized BERT Pretraining Approach (ROBERTa) language processing model was used to analyze the sentiment of Tweets. This model provides a detailed breakdown of sentiments within each theme by accounting for contextualized representations and embedded semantics of language contained in individual Tweets. We categorized Tweets by sentiment type (i.e., negative, neutral, or positive) and the confidence score for each strata was provided, from 0 (no confidence) to 1 (full confidence). Results: Analyses are ongoing, but preliminary results indicate that the overwhelming majority of Tweets are negative in sentiment. Discussion: By gathering views and beliefs on ME/CFS and gaining insight into patients’ lived experiences, concerns, and values, we aim to inform future research to better respond to the needs of those living with this condition. Next steps include usage of emotional analysis in order to further examine prevalent themes in online discussions.
Exploring Competency Committee Membership Diversity and Procedures in Residency-Training Programs in Canada
2Department of Medicine, University of California San Francisco, San Francisco, California, USA
3Department of Innovation in Medical Education, University of Ottawa, Ottawa, ON, Canada
4Department of Medicine, University of Ottawa, Ottawa, ON, Canada
5Department of Family Medicine, University of Ottawa, Ottawa, ON, Canada
6Department of Pediatrics and Child Health, University of Manitoba, Winnipeg, MB, Canada
7Department of Family Medicine, Queen’s University, Kingston, ON, Canada
Corresponding Author: Keith Wong, email: kwong168@uottawa.ca
Abstract
Competency committees (CC) play a central role in decision-making in Competency Based Medical Education. This is the education model used in Canadian residency-training programs. CCs usually consist of 4-20 active voting members, most of whom are faculty. Their primary purpose is to interpret aggregated assessment data about each resident to inform high-stakes decisions about progression. Studies on group decision-making suggest that heterogeneous groups may outperform homogeneous ones by considering a wider range of options and consequences when making a decision. However, the group needs structured procedures to allow all members to contribute. It has been suggested that to promote fair, unbiased decision-making, CCs should have a diverse membership and appropriate procedures. Thus, our study’s objective is to explore how CC chairs and members perceive that CC member diversity (or composition) contributes to decision-making in Canadian residency-training programs, and what procedures influence diverse members’ participation and the CC’s final decisions. We conducted semi-structured interviews with 16 members of CCs from various internal medicine specialties across Canada. We transcribed interviews verbatim and uploaded them to NVivo 1.7.1 for reflexive thematic analysis. Preliminary coding has resulted in various code clusters and candidate themes. For example, CC diversity is narrowly defined. Participants think of diversity as representation of pre-determined demographic groups (e.g., gender and academic rank) and do not go beyond these categories, such as ways of thinking. Further analysis is ongoing, but this project outlines the current state of diversity in CC membership, and how procedures may promote or inhibit defensible decision-making. Since medical schools have a moral responsibility to consider equity in assessment practices, this research will inform decision-making strategies that aim to overcome structural biases and racism.
Incorporating Equity, Diversity and Inclusion (EDI) into the Education and Assessment of Professionalism for Healthcare Professionals and Trainees
2Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada
Corresponding Author: Nima Behravan, email: nima.behravan@medportal.ca
Abstract
Introduction: Current definitions of professionalism for healthcare trainees often do not incorporate equity, diversity and inclusion (EDI) into the expectations and assessment of professionalism. While professionalism teaching is incorporated in health professionals’ training, equity-deserving groups still experience discrimination and health inequities. This necessitates interventions to reframe expectations of professionalism from learners. This scoping review systematically searches the literature to understand how EDI, cultural humility, and advocacy are incorporated in healthcare trainees' education and assessment of professionalism. Methods: MEDLINE, Embase & PsychINFO were searched up to March 16, 2023, with query terms related to health professionals, professionalism, EDI, cultural humility, and advocacy. Titles and abstracts (n=3870) and full-texts (n= 140) were independently screened by two reviewers. Articles meeting the following criteria were included: (1) focused on EDI, cultural humility, or advocacy among healthcare students/trainees, and (2) had outcomes related to professionalism. No restrictions were placed on study designs. Articles lacking formal discussion of professionalism as an outcome were excluded. Primary outcomes were independently extracted and themes were generated by mutual discussion. Disagreements at any stage were resolved by a third reviewer or consensus-based discussion. Risk of bias was assessed using the Cote and MERSQI tools. Results: 47 articles were included in the final thematic analysis. Three predominant themes emerged from the literature: (1) EDI-associated interventions improve professionalism (n=21). (2) Trainee definitions and perceptions of professionalism revealed themes of EDI and cultural competency (n=12). (3) Current standards of professionalism are perceived as non-inclusive towards historically-marginalized populations (n=14). Conclusion: The improvement in professionalism due to EDI interventions, the presence of EDI in student perceptions of professionalism, and the non-inclusivity of current professionalism standards creates a strong impetus to incorporate the EDI lens within professionalism frameworks healthcare education curricula.
Learning plan use in undergraduate medical education: a scoping review
2Division of General Internal Medicine, The Ottawa Hospital, Ottawa, ON, Canada
3Department of Innovation in Medical Education, University of Ottawa, Ottawa, ON, Canada
4Ottawa Hospital Research Institute, The Ottawa Hospital, Ottawa, ON, Canada
5Department of Pediatrics, Children’s Hospital of Eastern Ontario, Ottawa, ON, Canada
Corresponding Author: Alexa Moschella, email: amosc096@uottawa.ca
Abstract
Purpose: How to best support self-regulated learning (SRL) skills-development and track trainees’ progress along their competency-based medical education (CBME) learning trajectory is unclear. Learning plans (LPs) may be the answer. However, information on LPs in undergraduate medical education (UME) is limited. Our objectives were to summarize the literature regarding LP use in UME, explore the student’s role in LP development and implementation, and determine additional areas for research. Method: A scoping review was conducted using Arksey and O’Malley’s (2005) framework. The literature search was done in November 2022 across MEDLINE, Embase, PsycInfo, Education Source, and Web of Science databases. Relevant reference lists were manually searched. Articles were reviewed in duplicate for eligibility and data extraction. Data was analysed using quantitative and qualitative content analyses. Results: The literature search identified 6,582 publications and 36 were included in the analysis. Results demonstrate no common framework for LP development, implementation, or assessment. LPs were associated with self-reported improved SRL skill development, learning structure and learning outcomes. Barriers to their use for students and faculty were time to create and implement LPs, lack of training on LP development and implementation, and lack of engagement. Facilitators included SRL skill development, LP co-creation, and guidance by a trained mentor. Identified research gaps include objective outcome measures, longitudinal impact beyond UME, standardized framework for LP development and quality assessment, and faculty and student training on SRL skills and LPs. Conclusions: This review demonstrates a variability of UME LP use. LPs appear to have potential to support medical student education and facilitate translation of SRL skills into residency. However, successful LP use requires SRL skill development for students and faculty as well as supervision by an experienced mentor. More research is required to determine whether benefits of LPs are worth the significant resources required for their use.
Verbal vs Written vs Reading: Does the mode of retrieval make a difference?
2London Health Sciences Centre, London, ON, Canada
3St. Joseph Healthcare Centre, London, ON, Canada
4Department of Surgery, Division of Orthopaedic Surgery, Western University, London, ON, Canada
5Roth | McFarlane Hand & Upper Limb Centre, London, ON, Canada
Corresponding Author: Rutvi Brahmbhatt, email: rbrahmbh@uwo.ca
Abstract
When learning technical skills, medical learners employ various learning strategies including utilizing flash cards, making and reading notes, as well as verbalization of learned information. Repetitive reading entails a passive effort, while verbalizing information, and making notes are more active processes. Strong literature exists to support active retrieval processes as superior to passive strategies. However, the impact of active retrieval in procedural learning is not particularly well studied, especially in surgery. Our study aims to understand the impact of active memory retrieval in learning surgical procedures. A total of 102 participants are being recruited and randomly assigned to a study group in which they are taught how to perform an Open Reduction-Internal Fixation (ORIF). The steps of the procedure are then recalled in one of 3 ways: verbally recalling them, writing them out, or passively reading them repeatedly. Immediately after completion of a distracting task, the participant repeats the ORIF steps independently, and once more one week later. The objective structured assessment of technical skills (OSATS) tool is used to compare the participant's scores during the 5-minute post-retention test and the 1-week post-retention session. Participants' scores are calculated based on their ability to perform the correct steps in the appropriate order, vocalize each step, accurately complete the step, and verbalize the correct instrument as they use it. The participants' knowledge of the principles of fracture fixation, their ability to perform a definitive fixation, their flow of operation, ability to handle instruments, and their timing and motion during the ORIF procedure are all assessed through a global assessment scale. Preliminary results from 32 participants has revealed that the group using passive recall methods had a drop in retention of the procedure steps, whereas the verbal and written active recall groups had memory protection in the 1 week post retention.
Applications of the metaverse in medical education of acute, emergency and critical care: a scoping review
2Queen’s School of Medicine, Faculty of Health Sciences, Queen’s University, Kingston, ON, Canada
3Faculty of Science, Western University, London, ON, Canada
4McMaster Education Research, Innovation, and Theory (MERIT) program, Faculty of Health Sciences, Hamilton, ON, Canada
5School of Medicine, Toronto Metropolitan University, Toronto, ON, Canada
Corresponding Author: Nicholas Dunn, email: nicholas.dunn@medportal.ca
Abstract
Background: The metaverse is a virtual world that immerses users, allowing them to interact with the digital environment. Due to the metaverse’s utility in simulation, it could be advantageous for medical education in high-stakes care settings such as emergency, critical, and acute care. Consequently, there has been a growth in research in this domain, which has yet to be characterized alongside past literature. This scoping review aims to provide a comprehensive overview of all research describing metaverse usage in medical education for emergency, critical, and acute care. Methods: We used Arksey and O’Malley's framework (2005), with the Levac et al. (2010) modifications to conduct a scoping review by searching these five databases (MEDLINE, EMBASE, ERIC, Web of Science, and Education Source). The framework comprises 6 steps: (1) identifying the research question; (2) identifying relevant literature; (3) study selection; (4) data extraction (5) collating, summarizing and reporting data, and (6) consultation with key informants. Relevant themes and trends were extracted and mapped for reporting. Results: The search yielded 8175 citations, which ultimately led to data extraction from 65 articles. Applications of the metaverse were implemented in emergency, critical, and acute care settings in both undergraduate and postgraduate medical education. Studies evaluated metaverse programs for the learning and assessment of both technical skills (ex. management of code blue, sepsis, stroke, etc.) and non-technical skills (ex. interprofessional collaboration, communication, critical decision-making). Barriers to metaverse implementation include technical challenges and difficulty evaluating educational effectiveness. Discussion: The results of this scoping review provide direction for future primary and secondary research that can aid educational programmers and curriculum planners in maximizing the metaverse’s potential in emergency, critical, and acute medical education.
Ethnodermatology: A Review of Skin Diseases Across the Skin Spectrum
2Department of Medicine, Division of Dermatology, University of Toronto, Toronto, ON, Canada
Corresponding Author: Ye-Jean Park, email: yejean.park@mail.utoronto.ca
Abstract
Background Medical education in dermatology has predominantly incorporated training on a limited range of skin types. Representations of patients with Skin of Colour (SOC) has been lacking, leading to significant knowledge gaps and subsequent disparities in care, including delayed diagnoses, incorrect treatment plans, and increased patient suffering. This lack of representation is deeply historically entrenched to the point that there is no universally agreed upon language to refer to patients with SOC. Objective To enrich the dermatology undergraduate curriculum and promote diversity, equity, and inclusion in medical education, we hope to create and implement an innovative, evidence-based Ethnodermatology course to be first trialed in University of Toronto's 1st year undergraduate medical education curriculum. Our long-term goal includes a national collaboration and integration of such module resources for all Canadian medical schools. Methods Ten case-based modules on common skin conditions (e.g. psoriasis, atopic dermatitis, acne, rosacea, vitiligo, hidradenitis suppurativa, disorders of hyperpigmentation, skin cancers, and skin infections) across various skin types are currently being created by a team of medical students and physicians. Images from robust databanks for dermatological conditions – including VisualDx and Full Spectrum of Dermatology – are included. Pre- and post-module assessments, along with a written feedback component, will be included into each module to track the effectiveness and retention of module content. Additionally, the modules will incorporate gamification strategies, including artificial intelligence-based learning modalities, to motivate simulated real-life, interactive participation with example patient cases. Discussion With the growing importance of skin diseases in a global and diverse context, this Ethnodermatology course initiative is not just an enhancement to the curriculum but a necessary step toward inclusive medical education. Our work may ultimately help set a precedence for incorporating the language, tools, and content that are most reflective of the diverse patient populations that healthcare professionals serve.
Public Perspectives on Myalgic Encephalomyelitis/Chronic Fatigue Syndrome: A Twitter Sentiment Analysis
2Michael G. DeGroote School of Medicine, McMaster University, Hamilton, ON, Canada
3Department of Health Research Methods, Evidence and Impact, McMaster University, Hamilton, ON, Canada
Corresponding Author: Shagun Jain, email: shagun.jain@medportal.ca
Abstract
Background: Myalgic encephalomyelitis (ME), also referred to as chronic fatigue syndrome (CFS), is a complex multisystem illness that presents with a variety of symptoms, namely fatigue, cognitive dysfunction, and impairment of routine functioning. Despite its prevalence, affecting approximately 600,000 Canadians, ME/CFS research remains underfunded and the condition continues to be misunderstood by much of the population. However, since the pandemic and the increasing prevalence of post-viral conditions, the discussion surrounding ME/CFS has increased, particularly with patient advocacy in the social media space. Objective: As such, conducting a Twitter sentiment analysis presents an opportunity to understand current and historical public perspectives from a larger population on ME/CFS to help inform management guidelines and best practices. Methods: Twitter API was used to collect Tweets posted in the past five years related to ME/CFS. Tweets were cleaned to improve the accuracy of the analyses and stratified according to representative themes related to ME/CFS. A Robustly Optimized BERT Pretraining Approach (ROBERTa) language processing model was used to analyze the sentiment of Tweets. The model provided a detailed breakdown of sentiments within each theme by accounting for contextualized representations and embedded semantics of language contained in individual Tweets. As well, Tweets were categorized by sentiment type (i.e., Negative, Neutral, or Positive) and the confidence score for each strata was provided (from a scale between 0 to 1). Results: Analyses are ongoing and results will be available for the conference, if accepted. Discussion: By gathering the sentiment on ME/CFS and gaining insight into patients’ lived experiences, concerns, and values, we aim to inform future research and guidelines to better respond to the needs of those living with this condition.
Assessing the Impact of the Slit Lamp Elective Program on Medical Student Competence, Confidence and Career Interests
2Kingston Health Sciences Centre, Kingston, ON, Canada
3Department of Public Health Sciences, Queen’s University, Kingston, ON, Canada
4Department of Ophthalmology, Queen’s University, Kingston, ON, Canada
Corresponding Author: Natalie Mezey, email: nmezey@qmed.ca
Abstract
Purpose: Slit lamp use is one of the core procedural skills in ophthalmology and is an important diagnostic tool in emergency medicine. However, within the constraints of undergraduate medicine, there are limited opportunities for medical students to learn and practice this skill. This study sought to evaluate the utility of a slit lamp training program as a learning resource, and its impact on perceived slit lamp skill performance and confidence. A secondary objective was to assess whether this additional training had any impact on interest in surgical specialties like ophthalmology as a career choice. Methods: Members of the class of 2025 of a single Canadian medical school were offered a 2-evening Slit Lamp Elective Program consisting of video learning, in-person demonstrations and hands-on practice of ophthalmologic examination skills. Students were offered pre and post surveys through informed consent. Questions evaluated confidence in specific slit lamp skills, perceived competence, worry related to performance during clerkship and perception of the adequacy of slit lamp exposure in pre-clerkship curriculum, as well as career interest in ophthalmology or other surgical specialties. The survey consisted of a Likert scale with 1 signifying strong disagreement and 5 signifying strong agreement with the statement. The pre and post data were compared with the Wilcoxon Signed Rank test. Results: The results showed statistically significant improvements in 9 of the 12 questions, particularly in confidence and perceived ability related to slit lamp use for a basic eye examination, as well as more advanced skills (p<0.05). The most significant differences were in confidence related to adjustments of the slit lamp and examination skills. Conclusions: This study demonstrates that there is value in providing additional hands-on training and instruction for pre-clerkship medical students, and that such programs can lead to increases in confidence and perceived ability in examination skills.
In-Person Delivery of a Spiritual History Taking Session to Pre-Clerkship MD Students
2Temerty Faculty of Medicine Department of Family & Community Medicine, University of Toronto, Toronto, ON, Canada
Corresponding Author: Serena Zahra, email: serena.zahra@mail.utoronto.ca
Abstract
Background Understanding a patient’s spirituality is an essential component of holistic care. Despite this, spirituality is often unaddressed by providers and can contribute to patient distress. At the University of Toronto, a Spiritual History Taking (SHT) curriculum has been developed and piloted within its Year 1 MD program. This study looks to examine the student perspective of this curriculum change during the first year of its in-person implementation following the COVID-19 pandemic. Methods Two online focus groups were conducted, each consisting of three 1st year medical students. Sample size was sufficient to reach data saturation. Following a defined interview guide, students were asked about their experience with the SHT session. Interviews were transcribed and analysed via Braun and Clarke’s (2006) approach to thematic analysis. Results Three major themes were identified. Firstly, learners value in-person curriculum delivery. The in-person environment allowed learners to inquire about a sensitive topic and practice their interview skills with ward or standardized patients. Secondly, facilitator skill is essential to effective learning. The facilitator’s expertise, ability to answer questions and provide feedback, and allocation of time influenced students’ SHT experience. Lastly, students appreciate early integration of SHT in the medical school curriculum. Students understood spirituality as part of providing holistic care and appreciated the early exposure. Discussion This study illustrates the importance of integrating SHT early within a medical school curriculum. Through combining effective facilitators with in-person curriculum delivery, students identify a benefit to their clinical training and develop the skills to take a culturally competent and patient-centred spiritual history.
Perfectionism in Medical Students: Associations with Depression, Loneliness, and Stress
Corresponding Author: Chloe Lau, email: chloeck.lau@mail.utoronto.ca
Abstract
Introduction: Medical students may place considerable self-imposed pressure on achieving an image of excellence to exhibit strong academic performance. Previous research highlighted a high prevalence of depression, anxiety, stress, and burnout among medical students (Compton, Carrera, & Frank, 2008; Dahlin, Joneborg, Runeson, 2005; Dyrbye, Thomas, & Shanafelt, 2006; Rotenstein et al., 2016). Socially prescribed perfectionism has been identified as a factor linked to psychological distress in medical students, serving as a notable predictor of academic burnout (Yu, Chae, & Chang, 2016). Despite extensive research on the connection between perfectionism and distress, there is a paucity of studies examining how combinations of perfectionistic traits may influence psychological factors. Methods: Medical students (N=154) completed self-report measures of multidimensional perfectionism, perfectionistic self-presentation, loneliness, and psychological distress (i.e., depression, anxiety, stress). Latent profile analyses were conducted to extract distinct profiles of students based on self-oriented perfectionism, socially prescribed perfectionism, other-oriented perfectionism, perfectionistic self-promotion, nondisplay of imperfection, and nondisclosure of imperfection. Bayesian ANCOVAs, with age and gender as covariates, were used to analyze differences in loneliness, depression, anxiety, and stress between identified profiles. Results: Latent profile analyses revealed three profiles of high, moderate, and low perfectionism (AIC=2296; BIC=2374; Entropy=.89), indicating that medical students who scored highly on one area of perfectionism tended to score high on others. Bayesian ANCOVAs (all P[M]=.125) indicated that the high perfectionism profile scored higher in depression (P[M|Data]=.650) and loneliness (P[M|Data]=.402 with age covariate), but not stress (P[M|Data]=.051) or anxiety (P[M|Data]=.062), compared to moderate and low perfectionism group. Discussion: Perfectionistic personality may contribute to different aspects of distress. Gaining insight into the possible effects of perfectionism and the interpersonal processes that render individuals susceptible to unfavorable outcomes will aid academic programs in crafting successful approaches to alleviate sources of psychological distress.
The Canadian Plastic Surgery Residency Match: Program and Applicant Perspectives
2School of Medicine, Queen's University, Kingston, ON, Canada
Corresponding Author: Arashk Ghasroddashti, email: 19ag70@queensu.ca
Abstract
According to the Canadian Resident Matching Service (CaRMS), 2022 featured the highest number of medical student applicants to Canadian plastic surgery residency programs (CPRPs) in history. It also remained the most competitive specialty in 2023. The increasing competitiveness of plastic surgery residency in Canada highlights an associated need for a better understanding of the factors involved in the applicant selection process. Further need exists for the identification of disparities between program and applicant perceptions of selection factors. While there has been significant analysis of the selection process for plastic surgery residency in the United States, little to no current data exists on the relative importance of selection factors in Canadian plastic surgery residency match as viewed by both programs and applicants. The purpose of this research project is to assess the factors that CPRPs and Canadian plastic surgery residency applicants (CPRAs) consider important in determining their CaRMS rank-order lists, as well as the relative importance of each in decision-making. Standardized questionnaires will be sent to CPRP committee members and the four most recent cohorts of successful CPRAs. Selection factors assessed will include those related to academics, research, electives, extracurriculars, references, personal statements, and interviews. Findings from this study will enable programs and applicants to explore each other’s perspectives during CaRMS application cycles and may be used by applicants to strengthen their applications to become more competitive and by programs to explore areas for improvement to become more appealing to applicants. Importantly, the findings can assist programs in identifying potential selection biases to navigate future matches more inclusively and equitably.
Using Technology to Redefine Dermatology Education - Skin Curriculum
2Faculty of Medicine, Queen’s University, Kingston, ON, Canada
3Division of Dermatology, Department of Medicine, University of Toronto, Toronto, ON, Canada
Corresponding Author: Iryna Savinova, email: iryna.savinova@medportal.ca
Abstract
Introduction: Despite the presence of dermatologic conditions across practically every medical specialty, the scope of dermatology education within medical school is limited, with some Canadian medical schools offering as little as 3 hours of instruction. Previous research highlights students’ positive responses to using virtual platforms within their education. Recognizing the potential of innovative e-learning tools, there is a growing call for the expansion and integration of these technologies within dermatology. Objective: This study evaluates the growth and success of Skin Curriculum (SC) as a novel platform for supplementing medical education in dermatology. Methods: We launched SC in 2023. Since then, a team of over 30 medical students, residents, and staff across universities from Canada and the United States have collaborated on developing a peer-reviewed curriculum. SC strives to incorporate a variety of resources, offering interactive quizzes, videos, research reviews, virtual modules, treatment charts, podcasts, and more. Traffic and engagement were evaluated across SC’s platforms over an 11-month period using content analytic tools. Results: Over the past 11 months, SC’s Instagram platform has acquired a following of 2,800 users with ~175,000 impressions and has reached ~28,000 accounts. SC’s website has received over 2000 unique visitors and is accessed by a minimum of 200 learners each month. SC’s podcast, “Dose of Derm”, which features dermatologists across Canada, has acquired ~1000 cumulative listens and has offered students insight into the field of dermatology. Conclusion: SC’s engagement over the past year highlights its success in appealing to students, residents, and staff across the globe. SC represents a novel approach to supplementing medical education using a comprehensive, credible, and multi-media framework. This approach can help lay the groundwork for future medical education initiatives and be applied to support learning across other specialties.
Skin Pearls for Kids: Medical students as teachers for skin health in the community
2Division of Dermatology, McMaster University, Hamilton, ON, Canada
Corresponding Author: Iryna Savinova, email: iryna.savinova@medportal.ca
Abstract
Introduction: Despite the importance of early skin knowledge for children’s health, self-esteem, and peer relationships, skin health remains under-discussed in the existing elementary school curriculum. As health advocates, medical students have the unique ability to support knowledge translation of health-related topics in the community. Additionally, engaging in teaching throughout medical school is valuable for both professional development and improving health literacy in the public. Skin Pearls for Kids (SPF-Kids) is a novel medical student-led initiative that aims to address these gaps by delivering interactive skin-health workshops to elementary school students in the Hamilton-Halton Region. Objective: This study evaluates the efficacy and impact of SPF-Kids as an education initiative that improves skin health literacy in children and contributes to medical student skill-building. Methods: Data regarding the efficacy of SPF-Kids workshops was collected using a cross-sectional survey from students and teachers using a Likert scale (scored from 1, strongly disagree, to 5, strongly agree) and short-answer questions. Unstructured reflections were completed by session facilitators on their experience teaching medical content to 9-11 year-old children. Results: Students (n=93) reported they enjoyed the workshop (77%), learned something new about skin (84%), and felt the content level was appropriate (85%). Teachers reported that the workshops were interactive and engaging (mean 4.5±0.58), effectively achieved learning objectives (mean 4.5±0.58), and contained valuable content (mean 5±0). Teachers also noted they were interested in participating in future workshops (mean 4.5±1.0). The facilitators reported that delivering SPF-Kids workshops was a meaningful learning experience and helped strengthen their ability to communicate medical concepts in a clear and engaging manner. Conclusion: SPF-Kids is an innovative solution for improving skin literacy in pediatric populations and may support medical students in developing the strong communication skills they will need to draw upon as physicians in counseling patients.
Lights, Monitors, Action!: Assessing Student Preparedness in the Operating Room Through In Situ Simulation and Interprofessional Education
2Department of Anesthesia, McMaster University, Hamilton, ON, Canada
Corresponding Author: Triven Kannan, email: triven.kannan@medportal.ca
Abstract
Background: Perioperative environments are highly organized settings requiring interdisciplinary collaboration to function safely and effectively. Interprofessional education (IPE) is a critical component of effective healthcare education. Additionally, simulation-based medical education is effective in improving communication amongst interprofessional teams and developing procedural skills. Therefore, we created a simulation-based, IPE session for three healthcare disciplines - medicine, nursing, and respiratory therapy (RT) - focusing on the perioperative process. Objectives: The purpose of this study is to assess whether an immersive IPE simulation improves student confidence and preparedness for their clinical rotations in operative settings and to explore which elements of the IPE curriculum are most beneficial to students. Methods: Medical students, nursing students, RT students will be paired in groups and undergo two components of the IPE session: 1) A perioperative teaching session involving a didactic presentation, skills workshop, and operating room “walk-through”, and 2) An in situ simulation involving an intraoperative emergency and the opportunity to apply skills learned in the perioperative teaching session. Students will fill out a Likert-scale survey before and after participation in the IPE session. The survey will address students’ confidence in 3 domains of interprofessional perioperative care: 1) Being part of the perioperative team, 2) Communicating with team members in the intraoperative setting, and 3) Engaging in shared-decision making and problem-solving. Results will be analyzed using descriptive statistics for each discipline, and for the overall group. Expected Outcomes: Upon completion of this simulation, we expect participants to express increased confidence in the three aforementioned domains related to interprofessional perioperative care. The results will identify strengths and weaknesses of the IPE simulation and students’ preparedness for surgical and perioperative rotations. Based on student feedback, our results can inform curricular development for the undergraduate medical, nursing, and RT programs.
Minimally Invasive Surgical Intervention: Endoscopic Catheter Through the Cerebrospinal Fluid Pathway
Corresponding Author: Rozhan Khalajzadeh, email: rozhankhalajzadeh@gmail.com
Abstract
Recent advancements in Neuroendoscopy and minimally invasive techniques have revolutionized the diagnosis and treatment of brain tumors, particularly intraventricular and pituitary tumors. Keyhole craniotomies, enabled by improved imaging and surgical tools, offer numerous advantages such as faster recovery, reduced pain, bleeding, infection risks, and smaller scars. However, patient eligibility for such procedures depends on tumor location and size, with certain areas posing challenges due to critical functions or difficult accessibility. Medulloblastomas and tumors of the choroid plexus, being deep-seated, present specific challenges. While surgery remains the cornerstone of treatment, postoperative radiation and chemotherapy are often necessary due to residual tumor cells. Despite favorable outcomes, surgical interventions entail various complications, including cerebellar mutism syndrome, fluid buildup, and posterior fossa syndrome, which may lead to speech difficulties, motor impairments, and psychological issues, especially in pediatric patients. To address these challenges, a proposed method involves incision at the level of lumbar, endoscope insertion inside the subarachnoid space or the cerebrospinal fluid (CSF) pathway, insertion of probes inside the tumor, cryoablation, tissue removal, and closure. The use of cryoablation, involving extremely cold gas, offers a promising approach to destroy abnormal tissue. The proposed method utilizes cold Argan gas followed by warm helium gas to further disrupt the tumor or cancerous tissue. However, limitations such as potential vascular damage, proximity to the spinal cord, incomplete tumor destruction, CSF leak, and narrow subarachnoid space pose significant challenges. Further advancements are needed, including understanding the epidural space for safer access routes and developing specialized instruments for precise yet minimally invasive procedures. Despite limitations, this proposed method represents a significant step towards safer and more effective surgical interventions for brain tumors, promising improved patient outcomes and reduced postoperative complications.
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