Conference Proceedings
Ontario Student Medical Education Research Conference (OSMERC) 2025 | January 19, 2025
Ontario Medical Students Association (OMSA)
Published online: January 19, 2025
What types of social support are effective for alleviating loneliness and distress in medical students?
Chloe Lau 1,2, Samantha Chen 3, Donald H. Saklofske 4
1Temerty Faculty of Medicine, University of Toronto, Toronto, ON., Canada
2Schulich Medicine and Dentistry, University of Western Ontario, London, ON.,
Canada
3St. Joseph’s Healthcare, Hamilton, ON., Canada
4Department of Psychology, University of Western Ontario, London, ON., Canada
Abstract
Introduction: Medical students often face significant academic and social
challenges, leading
to increased loneliness and psychological distress. Social support is crucial for well-being
and can be categorized into Directive Guidance (advice aiding decision-making), Tangible
Assistance (practical help like transportation), Positive Social Exchange (encouraging
interactions fostering camaraderie), and Nondirective Support (empathetic listening without
direct solutions). While these support types are theorized to reduce loneliness and
distress, their individual contributions among medical students have not been systematically
evaluated.
Methods: A sample of 154 medical students from Ontario completed validated
questionnaires
assessing their levels of social support and psychological distress, including loneliness,
anxiety, depression, and stress. Statistical analyses involved Bayesian Pearson’s
correlations, Latent Profile Analyses (LPA), and Bayesian ANCOVAs to examine relationships
between social support types and psychological outcomes.
Results: Significant negative associations were found between loneliness
and Nondirective
Support (r=-0.45), Directive Guidance (r=-0.34), and Positive Social Exchange (r=-0.46),
with Bayes Factors (BF₁₀) exceeding 100, indicating strong evidence. Tangible Assistance
showed no significant association with loneliness (r=-0.185, BF₁₀ =1.24). LPA identified
profiles of medical students (AIC=1374, BIC=1428, entropy=0.852) receiving high levels of
social support who reported lower loneliness (P[M|data]=.99; BFM=1291) compared to peers.
Notably, social support types or profiles were not significantly associated with reductions
in anxiety (P[M|data]=.15; BFM=0.175), depression (P[M|data]=.45; BFM =0.82), or stress
(P[M|data]=.10; BFM =0.110), suggesting that these supports did not cumulatively alleviate
psychological distress in these areas (all null models = P[M]=0.50).
Discussion: The findings highlight the importance of Nondirective Support,
Directive
Guidance, and Positive Social Exchange in reducing loneliness among medical students.
However, the lack of impact on anxiety, depression, and stress suggests that social support
alone may be insufficient to address these dimensions of psychological distress. Results
underscore the need for tailored interventions targeting specific mental health concerns.
Comparative Outcome of Surgical, Non-Surgical, and Combination Treatments for Keloids and Hypertrophic Scars in Skin of Color
Andy Lee 1, Sean Jeong 1, Rachel Kim 1, Kristen A.R. Yee 2, Megan Park 1, Cathryn Sibbald 3,4
1Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
2Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta,
Canada
3Division of Pediatric Dermatology, The Hospital for Sick Children, University of
Toronto, Toronto, Ontario, Canada
4Division of Dermatology, Sunnybrook Health Sciences Center, University of Toronto,
Toronto, Ontario, Canada
Abstract
Keloids and hypertrophic scars are fibrous tissue proliferations resulting from abnormal wound healing, disproportionately affecting individuals with skin of color (SOC) due to genetic factors and melanocyte activity. SOC patients face unique challenges, including higher recurrence rates and pigmentary alterations. This systematic review evaluates the outcomes of various treatments for keloids and hypertrophic scars in SOC. We searched Embase and Ovid MEDLINE up to October 4, 2024, following PRISMA guidelines (PROSPERO: CRD42024606309). We included studies reporting treatment outcomes in SOC populations. Extracted data encompassed study design, sample size, scar etiology, interventions, outcomes, follow-up, and adverse events. Quality was assessed using the Oxford Centre for Evidence-Based Medicine 2011 Levels of Evidence. From 778 screened articles, 37 studies involving 2,004 patients were included. Ethnic distribution was 32% African/African American, 39% Asian, and the remainder Hispanic, Indian/Middle Eastern, or others. Common etiologies included ear piercing, surgery, trauma, acne, and burns. Monotherapy (50%) such as surgical excision alone led to 68% complete resolution but exhibited notable recurrence. Radiation-based monotherapy (including brachytherapy) achieved reasonable resolution rates but carried significant adverse effects, including infections, pigmentation changes, and wound complications. Combination therapies (50%), particularly surgical excision with adjuvant radiation, demonstrated improved outcomes, achieving up to 88% complete resolution. Other combination treatments (e.g., excision with corticosteroids, pressure therapy, or lasers) also showed enhanced efficacy compared to single modalities. However, adverse events, notably pigmentation changes (13% overall), remained a concern in SOC due to cosmetic implications. These findings suggest that combination therapies may improve therapeutic success, but clinicians must carefully weigh potential complications and consider the unique characteristics of SOC. Further high-quality, controlled studies targeting SOC populations are needed to optimize treatment strategies that balance efficacy with the preservation of skin integrity and appearance.
Assessing Disability and Accessibility MCC Objectives in a Pre-clerkship MD Program Curriculum
Claire Norman 1, Angel Gao 1, Lisa Lavalle 1, Andrea Guerin 2
1School of Medicine, Queen’s University, Kingston ON, Canada
2Division of Medical Genetics, Department of Pediatrics, Queen’s University, Kingston
ON, Canada
Abstract
Background/Purpose:
Despite representing one quarter of Canadians, people with disabilities (PWD) report
significantly worse health care experiences, partly due to inadequate education among
healthcare providers. There has yet to be a comprehensive review of the quality of
disability and accessibility (D&A) content taught in undergraduate medical education in
Canada. Therefore, the purpose of this research was to analyze how D&A topics are
incorporated in a pre-clerkship curriculum and to make recommendations.
Methods:
Thirteen D&A-related MCC objectives were selected, and their appropriate learning events
(lecture and small group) were reviewed. The learning events were independently evaluated by
two reviewers on the basis of language, information, and representation of PWD. Reviewers
then grouped these learning events to identify themes.
Results:
Thematic analysis yielded 4 themes: 1) Perception of Disability, 2) Information Presented on
Disability, 3) Diversity of PWD, and 4) PWD Engaging with the Healthcare System. Themes 1),
3), and 4) were largely tied to positive subthemes including non-stigmatizing presentation
of disability, intersectionality, and allyship with PWD respectively. However, information
presented on disability was often found to be over-medicalised and omitting the social
context surrounding healthcare for PWD.
Discussion:
This project evaluated the current state of D&A medical education and resulted in a
curriculum map to help guide future D&A curriculum design. However, it also uncovered the
frequent use of the medical model of disability, which excludes social information necessary
to understand how to support PWD. Therefore, this project supports two recommendations:
regular institutional audits of D&A curriculum to document strengths and weaknesses in D&A
education; and the incorporation of the biopsychosocial model into the medical curriculum to
improve medical learners’ understanding of disability. By emphasizing the role of societal
barriers, stigma, and discrimination, the biopsychosocial model better allows students to
critically appraise, empathize and improve their clinical encounters wih PWD.
Highlighting First-Year Medical Students' Experiences with Research at a Three-Year Medical School: A Survey
Sahaj Puri 1, Charlotte Armstrong 1, Aaron Jones 1,2,3
1Michael G. DeGroote School of Medicine, McMaster University, Waterloo Regional
Campus, Kitchener, ON, Canada
2Department of Health Research Methods, Evidence, and Impact, McMaster University,
Hamilton, ON, Canada
3Institute for Clinical Evaluative Sciences, McMaster University, Hamilton, ON,
Canada
Abstract
First-year medical students must balance a variety of commitments, both curricular and extracurricular in nature. To practice as physicians, they must match into a residency program at the end of medical school. Students often hold the belief that research is a requirement for residency although it is not often explicitly stated. These perceived expectations may serve as external motivation for students to pursue research and may impact students’ mental health. This study took place at McMaster University which is one of two schools in Canada with a three-year medical program. A 17-item anonymous online survey was used to evaluate the attitudes and experiences of first-year students from the class of 2026 regarding research. Descriptive statistics were used to assess the quantitative variables and a thematic analysis was performed to analyze open-text responses. The survey had a response rate of 26% with a distribution mirroring the spread of the student body across all campuses. Eighty-eight percent (n = 51) of respondents reported that research felt like a requirement for residency. Sixty percent (n = 35) of students felt excitement about research, while 21% (n = 12) expressed indifference and 67% (n =39) associated research with stress and anxiety. Three themes were identified from the analysis that illustrate the barriers faced by students when it comes to research involvement: lack of support; help finding projects/supervisors and the expressed need for a centralized database; and lack of research literacy and a desire for formal research curriculum. Overall, most students associated feelings of stress and anxiety with research involvement. A sense of frustration was expressed by students in response to the barriers faced when attempting to engage in research. Future efforts should include implementing resources that address the challenges explicitly highlighted by students to alleviate the stress associated with research and promote student wellbeing.
A Winning Hand: Evaluating the Efficacy of the ORGAN-IZE Card Game for Anatomy Learning
Victoria Lee 1, Aamna Naveed 1, Julia Issa 2, Bruce Wainman 3, Yasmeen Mezil 3
1Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada
2Faculty of Science, McMaster University, Hamilton, ON, Canada
3Education Department of Anatomy, McMaster University, Hamilton, ON, Canada
Abstract
Introduction:
Game-Based Learning (GBL) is emerging as a transformative tool in medical education,
offering interactive and engaging alternatives to traditional teaching methods. However,
there remains a gap in the literature on empirically evaluating the efficacy of educational
games for medical students. Rigorous evaluation ensures these games contribute meaningfully
to learning outcomes, validates their educational value, and provides actionable insights
for iterative improvements. A holistic evaluation approach, incorporating diverse methods,
is crucial for analyzing all aspects of a game’s impact. This study aims to comprehensively
evaluate the ORGAN-IZE card game.
Objectives:
This study has three primary objectives: (1) to assess the efficacy of ORGAN-IZE in
enhancing student performance, engagement, and motivation; (2) to identify specific game
elements that contribute to its effectiveness; and (3) to propose a framework for evaluating
educational games in medical curricula.
Methods:
The evaluation incorporates both direct and indirect measures. Learning efficacy will be
assessed using direct measures, such as pre- and post-experiment tests, to evaluate
knowledge acquisition. Usability, engagement, and confidence will be measured through
indirect methods, including surveys, questionnaires, and interviews. A modified version of
the Intrinsic Motivation Inventory (IMI) will be used to adapt Likert-scale questions for
assessing student confidence, motivation, and engagement.
Results:
Preliminary beta-testing suggests that participants find the game’s active recall,
quick-thinking challenges, and competitive elements engaging and enjoyable. We hypothesize
that further empirical studies will confirm these findings, providing deeper insights into
what students value about GBL and how it enhances learning outcomes. In doing so, we aim to
validate the importance of empirical studies in the evaluation of GBL.
Discussion/Significance:
This study advances the field of GBL by providing a replicable evaluation model, supporting
the integration of high-quality educational games into medical curricula. Such tools promise
more effective, engaging, and impactful learning experiences for medical students.
Evaluating AI Policy Development in Canadian Universities: An Environmental Scan of Institutional Guidelines and Trends for Undergraduate Medical Programs
Jessica Maher 1, Heather Lochnan 1,2, Anna Byszewski 1,3
1Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
2Division of Endocrinology and Metabolism, The Ottawa Hospital, Ottawa, ON,
Canada
3Division of Geriatrics, The Ottawa Hospital, Ottawa, ON, Canada
Abstract
Background/Purpose:
As AI technologies, such as ChatGPT, gain widespread popularity, we must consider their
utilization in Undergraduate Medical Education (UGME), where students are traditionally held
to high ethical and professional standards. This study investigates AI-related policies
across Canadian Faculties of Medicine, focusing on whether policies exist, in what context
AI use is permitted, and how these guidelines are enforced on an institutional basis.
Methods:
An online grey literature search was conducted in June 2024 to investigate publicly
available online AI policy statements of all 13 anglophone Canadian medical schools,
categorizing them according to expectations, UGME-specificity, applicability to students and
staff, and publication status. Thematic analysis was conducted to identify institutional
trends.
Results:
Out of 13 medical schools, 12 had published guidelines, but only 1 applied them directly to
UGME students. Seven schools (58%) had guidelines for both students and faculty, 3 (25%) for
students only, and 2 (17%) for faculty only. These were overseen by various authoritative
bodies including the school’s Senate (8%), Vice-Provost (23%), Learning Centers/Libraries
(38%), and AI Committees (23%). Eight schools (67%) had finalized policies, while the
remainder required further deliberation. Four (33%) schools enforced the default expectation
that AI use was prohibited unless otherwise specified, while six (50%) left AI use to the
instructor’s discretion. Despite this, 67% discouraged instructors’ use of AI detectors to
evaluate students’ work.
Discussion:
This study reveals a fragmented approach to AI policy across Canadian universities,
highlighting the need for clearer, faculty-specific guidelines to address AI’s ethical
implications in the unique circumstances of UGME.
Perceptions and Ethical Considerations of AI Utilization in UGME ePortfolio: A Comparative Analysis of Student and Coach Perspectives
Jessica Maher 1, Heather Lochnan 1,2, Anna Byszewski 1,3
1Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
2Division of Endocrinology and Metabolism, The Ottawa Hospital, Ottawa, ON,
Canada
3Division of Geriatrics, The Ottawa Hospital, Ottawa, ON, Canada
Abstract
Background/Purpose:
The increasing use of artificial intelligence (AI) in medical education, particularly in the
Undergraduate Medical Education (UGME) ePortfolio curriculum, raises concerns about its
ethical application in this setting. This study examines the perspectives of students and
ePortfolio coaches on AI utilization in ePortfolio reflective exercises, exploring the
alignment of their expectations and understanding.
Methods:
Surveys were administered to students and coaches in the UGME ePortfolio curriculum at the
University of Ottawa, Ontario, Canada, inquiring about AI utilization, familiarity with AI
policy, and opinions on the ethical implications of AI utilization in this context.
Descriptive statistics were used to compare responses between the two groups.
Results:
Thirty-seven coaches (52.86% of the coach cohort) and forty-six students (9.59% of the
medical student cohort) responded to the survey. Among students, 39.13% reported using AI
tools, such as ChatGPT, to write their ePortfolio reflections, aligning closely with 36.36%
of coaches who believed that AI was used by their students. Regarding the ethical
implications of AI, 45.66% of students felt AI usage adhered to ethical expectations, in
contrast to only 5.40% of coaches who agreed. Both groups demonstrated a significant lack of
awareness of existing policies, with 71.74% of students and 83.78% of coaches being unaware
of any relevant institutional guidelines. Despite this, 83.78% of coaches desired formal
policies, compared to only 39.13% of students.
Discussion:
The study reveals a gap between student and coach perceptions of ethical AI utilization in
ePortfolio, highlighting the need for improved institutional communication to facilitate its
ethical use in this setting.
Addressing Vaccine Hesitancy and the Resurgence of Vaccine-Preventable Diseases
Ariana Mihan 1*, Tanvir Chakkal 1*, Camille Cassel de Camps 1*
1Michael G. DeGroote School of Medicine, McMaster University, Hamilton, ON,
Canada.
*All authors contributed equally to this work.
Abstract
The development of vaccines was a critical breakthrough in the eradication of many communicable diseases, such as the eradication of endemic measles transmission in Canada in 1998. Unfortunately, in the past decade, there has been increased vaccine hesitancy with reduced vaccination uptake leading to the resurgence of these preventable diseases. Most recently, there has been an alarming increase in measles cases in Canada, with a steady increase from 0 new cases in 2021 to 3 in 2022, 12 in 2023, and 131 cases as of November 2024. Misinformation surrounding vaccines, limited access to healthcare resources, and poor health literacy are a few reasons that account for the declining rates of vaccinations. These factors pose significant challenges to the healthcare community, who are responsible for delivering evidence-based medicine and promoting population health. Our endorsed OMSA position paper proposes multifaceted recommendations aiming to address vaccine hesitancy at various levels, including specific training for medical students and professionals, improving health literacy, reducing barriers for community members, and in-hospital vaccine counsellors for parents immediately after childbirth. These recommendations target community health literacy concerns, limited resource availability, as well as gaps in medical education and physician practice related to navigating patient vaccine hesitancy and reduced immunization rates. Our next steps for implementing these recommendations focus on medical education – in particular, we are exploring the development and implementation of expert-informed workshops for medical students (and other interested trainees) on navigating and leading productive conversations surrounding vaccine hesitancy with patients and pediatric patients’ parents. This work is currently in progress. Tackling these public health issues of increasing vaccine hesitancy and the subsequent rise in vaccine-preventable diseases is critical for individual and population health, especially for those who are most vulnerable.
DocTalks: Enhancing Career Guidance and Mentorship for Medical Students at Satellite Campuses
Amine Kaab 1*, Rachel Stubits 1*, Nicholas Blanchette 1,2
1Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
2Department of Pediatrics, University of Toronto, Toronto, ON, Canada
*Authors contributed equally to this work.
Abstract
Background:
Medical students at satellite campuses often face unique barriers to accessing career
guidance due to fewer networking opportunities with resident and attending physicians in
comparison to students at academic hospitals. This disparity limits early exposure to
diverse medical specialties, consequently complicating their career decision-making process.
To promote equitable career mentorship for pre-clerkship medical students, students at the
University of Toronto’s Mississauga Academy of Medicine (MAM) launched DocTalks, which
combines physician-led panel discussions highlighting various medical specialties and casual
networking with local physicians.
Methods:
During the 2023–2024 academic year, seven DocTalks sessions were held at MAM (three
in-person and four virtual). At each event, physicians from different but related
specialties discussed their scope of practice, training path, and advice for navigating
medical training, followed by a question and answer period and networking opportunities.
Attendee feedback was collected to evaluate the program’s effectiveness in achieving three
key goals: (1) exposing students to a variety of medical specialties; (2) sharing physician
insights into medical training; and (3) fostering networking and mentorship with local
physicians.
Results:
Early feedback on DocTalks was overwhelmingly positive, with students particularly valuing
the opportunity to compare specialties and explore previously unconsidered career paths.
Learners reported increased confidence in career planning and a deeper understanding of
medical training pathways. Both students and physicians appreciated the program’s
conversational nature and informal environment, which facilitated meaningful connections
outside of more traditionally structured mentorship programs.
Conclusion:
Early program feedback has demonstrated DocTalks’ success in supporting medical student
career guidance and increasing networking opportunities with local physician mentors. To
address persistent inequities between training sites, medical schools should consider
integrating similar initiatives as a structured component of the pre-clerkship curriculum,
ensuring all students are supported and well-equipped to make informed decisions about their
future careers.
Know thyself and tell us about it: An exploration of medical students' and programme directors' views around self-assessment related to specialty choice and application
Rhidita Saha 1, Beatrice Preti 2, Michael Sanatani 2
1Undergraduate Medical Education, Schulich School of Medicine & Dentistry
2Department of Oncology, Division of Medical Oncology, Schulich School of Medicine &
Dentistry
Abstract
Choosing a medical specialty to apply to for residency is a significant and often stressful decision for medical students. Self-assessment is increasingly being recognized as an important process for medical students who want to choose a specialty that aligns with their values, strengths, and motivations. It is unknown, however, how effective the experiences and resources that Canadian medical students receive in medical school are at guiding the process of self-assessment to determine fit to a particular specialty. It is also unknown whether program directors value self-assessment and if or how they look for evidence of self-assessment in applicants to their residency programs. This project will distribute a survey to Canadian medical students and direct-entry residency program directors in Canada. A qualitative descriptive analysis will be used to understand the process of introspection and how it is valued. The surveys aim to gain a better understanding of what self-assessment means to Canadian medical students and residency program directors, what resources are perceived as effective in helping students to choose a medical specialty, whether program directors value evidence of self-assessment in applicants, and how program directors evaluate self-assessment in the applications. The goal of this project is to ultimately provide feedback to medical schools to better guide their medical students through the challenging process of choosing a medical specialty. Hopefully, this will result in better long-term satisfaction with the student’s choice of medical specialty throughout their career, including improved retention in the field, decreased burnout, and increased productivity.
Understanding the Role of Generative Artificial Intelligence in Developing Communication and Clinical Skills in Undergraduate Medical Education
Urmi Sheth 1, Margret Lo 1, Jeffrey McCarthy 2, Nicole Last 3, Sandra Monteiro 4, Matthew Sibbald 1
1Michael G. DeGroote School of Medicine, McMaster University, Hamilton, ON,
Canada
2Division of Palliative Care, Department of Family Medicine, McMaster University,
Hamilton, ON, Canada
3Centre for Simulation-Based Learning, McMaster University, Hamilton, ON, Canada
4Department of Medicine, McMaster University, Hamilton, ON, Canada
Abstract
Introduction:
Effective patient interviews are critical for clinical decision making. However,
opportunities for medical students to practice these skills are resource-limited. Generative
AI, including OSCE-GPT, represents a potentially scalable tool to allow students to practice
taking histories and develop their communication skills. This study aims to understand the
utility of OSCE-GPT in improving history-taking and communication skills amongst medical
students.
Methods:
Medical students at McMaster University used OSCE-GPT to conduct simulated patient
interviews based on problem-based learning cases. Participants were asked to complete pre-
and post-simulation surveys with Likert scale and open-ended questions to assess the value
of using OSCE-GPT in taking a focused history. Quantitative data were numerically summarized
and qualitative data were analyzed for emergent themes.
Results:
Eight participants provided 20 total responses. On average, respondents reported a 0.60
point increase (out of 5) in comfort with a medical topic after simulating a history with
OSCE-GPT. All participants strongly agreed that an AI simulation would improve their
history-taking skills, and all agreed or strongly agreed that an AI simulation would improve
their communication skills. Qualitative comments discussed that OSCE-GPT’s feedback was
often more comprehensive than clinical skills preceptors’ or standardized patients’
feedback, and that access to the tool was helpful for self-paced practice. However,
participants noted limitations, including that it lacked the emotive abilities of a human
and the small contextual nuances in human conversation.
Conclusion:
This study demonstrates the feasibility and perceived value of integrating generative AI
into clinical skills education. Participants overwhelmingly found the tool useful as a
mechanism for skill development. The results of this study highlight the potential of AI to
be a supplemental resource within the clinical skills curriculum, allowing for personalized
and repeat practice. Future work can explore the utility of AI-driven tools in enhancing
other aspects of medical education.
Weaving Cultural Sensitivity and Expression into Medical Education through a Novel Initiative for Undergraduate Medical Students
Aljeena Rahat Qureshi 1*, Layan Elfaki 1*, Umberin Najeeb 2
1Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
2Department of Medicine, University of Toronto, Toronto, ON, Canada
*These two authors contributed equally to this work (co-first authors).
Abstract
Background:
Cultural sensitivity is essential in medical education to prepare future physicians to serve
the needs of diverse patient populations. “Threads: A Cultural Mosaic” was an innovative,
student-led cultural fashion show at the University of Toronto's Temerty Faculty of
Medicine, aiming to enhance the development of cultural competency skills by providing a
platform for cultural expression among medical students.
Objectives:
This project sought to evaluate the effectiveness of “Threads” in (1) providing a space for
cultural expression and exploration, and (2) enhancing cultural sensitivity among medical
students.
Methodology:
Grounded in narrative medicine and social accountability frameworks, “Threads” combined
artistic expression with medical education. The initiative included pre-event photoshoots of
medical students in cultural attire with medical instruments, an electronic pamphlet
featuring student narratives about their cultures, cultural performances, and a clothing
drive. Local ethnic eateries provided culturally significant dishes with educational
descriptions. Qualitative feedback was collected from attendees and participants to assess
the event's impact on cultural sensitivity and competence.
Results:
The event attracted 124 attendees and raised $3,000 for a humanitarian organization,
demonstrating strong community engagement. Analysis of qualitative feedback indicated that
participants experienced increased comfort with cultural expression and a heightened
awareness of cultural diversity. Attendees reported enhanced cultural sensitivity and
expressed interest in further opportunities for cultural learning within the medical
curriculum.
Conclusion:
“Threads: A Cultural Mosaic” effectively contributed to the development of cultural
sensitivity among medical students by integrating cultural expression into medical
education. This innovative approach suggests that incorporating artistic and experiential
learning activities can enrich medical curricula and promote diversity and inclusion. The
project highlights the potential for student-led initiatives to impact medical education
positively and prepare future physicians for equitable healthcare delivery.
Hijabi Docs: A Thematic Analysis of a Podcast of Muslim Women’s Experiences in Medicine
Aljeena Rahat Qureshi 1, Atefeh Mohammadi 2, Noor Al Kaabi 1, Umberin Najeeb 3
1Temerty Faculty of Medicine, University of Toronto, ON, Canada
2Laboratory Medicine and Pathobiology, University of Toronto, ON, Canada
3Department of Medicine, University of Toronto, ON, Canada
Abstract
Background:
Hijabi Docs is a podcast project that documents the personal and professional experiences of
visibly identifiable Muslim women in medicine. The hijab, a religious head covering worn by
Muslim women, distinguishes them in healthcare settings, often subjecting them to unique
biases, stereotypes, and misunderstandings. There is limited empirical research exploring
these specific experiences among Muslim medical learners and professionals. By examining
these narratives, Hijabi Docs aims to address this gap and promote inclusivity within
medical education and practice.
Objectives:
Through in-depth interviews with two residents and a clerkship student, this project
captures unique insights into the mental health impacts, challenges, and triumphs of
navigating the medical field as a visibly identifiable Muslim woman wearing hijab. Further
interviews are ongoing.
Methods:
A grounded thematic analysis was conducted on interview transcripts. Themes emerging from
the participants' narratives were identified following a systematic coding process. This
preliminary analysis is based on public, voluntarily shared narratives collected for
educational purposes.
Results:
Key themes were co-generated, including the impact of representation and mentorship, the
practical challenges of integrating hijab-wearing practices in clinical environments, and
strategies for resilience in the face of stereotypes. These themes provide a basis for
understanding the lived experiences of Hijabi physicians and highlight areas for potential
improvement in medical education and institutional inclusivity.
Conclusions:
Hijabi Docs contributes valuable insights into the experiences of visibly identifiable
Muslim women in healthcare, emphasizing the importance of visible representation, support,
and inclusivity. This analysis underscores the need for future systematic research to inform
policies that foster diverse and supportive medical environments.
Design and Evaluation of a Virtual Emergency Department Simulation Space
Julia Green 1, Yihelasi Fulati 2, Luigi Del Sordo 3, Charles Cai 1, Iffah Shaikh 1, Teresa Chan 4,5, Ilana Bayer 6
1Honours Health Sciences Program, Faculty of Health Sciences, McMaster University
2Integrated Biomedical Engineering & Health Sciences Program, Faculty of Health
Sciences, McMaster University
3Michael G. DeGroote School of Medicine, Faculty of Health Sciences, McMaster
University
4Department of Medicine, Faculty of Health Sciences, McMaster University
5School of Medicine, Toronto Metropolitan University
6Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster
University
Abstract
Background:
Simulation-based education is used to develop healthcare professional learners' skills;
however, there are few accessible environments where learners can easily emulate patient
care spaces to improve or redesign systems. This project aims to design and evaluate a
quasi-immersive, 3D virtual emergency department (ED) where learners can simulate the care
of multiple patients and learn and interact with hospital systems.
Methods:
A design-based research approach was used to engage stakeholders (e.g., trainees,
clinicians, educators) to guide the design of a virtual ED simulation space. Design
blueprints and 3D assets were created and used to develop the space using the SoWork®
platform. Simulation-based testing of the virtual ED will consist of planned case-based
simulations within the space, followed by post-simulation surveys and focus group interviews
with our participants.
Results:
Stakeholder input informed the development and refinement of 3D assets for patient care
spaces (e.g., triage office, resuscitation room, intermediate and rapid assessment zones)
and a blueprint for the virtual ED. The virtual ED was built in the SoWork® virtual
platform. Stakeholder feedback will be analyzed to refine the simulation space and
case-based patient scenarios. Observational, survey, and focus group data from participants
will provide information on virtual simulation interactions, user experience, and the
affordances and limitations of the virtual ED.
Discussion:
Our user-driven approach has led to a prototype of a virtual clinical space with the
required elements to engage in a multi-patient, interprofessional simulation. This design
and development process could be used for the digital prototyping of clinical spaces and
systems before costly physical implementation or renovations.
The Role of Generative Artificial Intelligence in Undergraduate Medical Education: A Scoping Review
Nujud Al-Jabouri 1, Urmi Sheth 2, Ivan Zhang 3, Leo Morjaria 2, Nabil Haider 4, Matthew Sibbald 2
1Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
2School of Medicine, McMaster University, Hamilton, ON, Canada
3Schulich School of Medicine & Dentistry, Western University, London, ON, Canada
4Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada
Abstract
Introduction:
Generative artificial intelligence (GenAI) has emerged as a promising tool for improving
healthcare. However, its integration into undergraduate medical education (UGME) curricula
has not kept pace with advancements in the field, due to the lack of robust evidence on the
impact of GenAI on students’ learning outcomes.
Objective:
This scoping review uses the Kirkpatrick Evaluation Model and a human factors perspective to
understand current evidence on GenAI use and guide its integration into medical school
curricula.
Methods:
A systematic search was conducted on Medline, Scopus, PubMed, Embase, PsycINFO, and Web of
Science up to October 14, 2023. Titles and abstracts (n = 884) and full-texts (n = 97) were
independently screened against the eligibility criteria by three reviewers. Data from the
included studies was extracted independently. A directed content analysis approach was
utilized, with independent theme formulation until reviewer saturation was reached.
Disagreements at any stage were resolved by a third reviewer and consensus-based discussion.
Results:
Fourteen studies were included in this review, from which three main themes were derived:
(1) use cases in UGME (n = 10), (2) reliability concerns over GenAI outputs (n = 4), and (3)
mixed evidence regarding the utility of GenAI in improving medical students’ exam scores (n
= 7). All studies showed Kirkpatrick level 1 evidence (50%), level 2 evidence (28.6%), or
both (21.4%). No studies demonstrated Kirkpatrick level 3 or 4 evidence. A human factors
analysis revealed concepts of perception, usability, and trust.
Conclusion:
This review highlights the challenges and opportunities associated with integrating GenAI
into UGME. While learners value its ability to personalize learning experiences, concerns
exist over the reliability and trust of the outputs. Further research should focus on
gathering higher-level Kirkpatrick evidence to understand the broader impacts of GenAI use
in UGME.
Student Voices, Relevant Choices: Supporting the Development of Laboratory Resources for Learning Anatomy
Raeesah Mohammed 1, Alyssandra Mammoliti 1, Jada Gibson 1, Joseph Lawton 1, Aditya Kalra 1, Bruce Wainman 1,2,3, Yasmeen Mezil 1,2,3
1Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
2Education Program in Anatomy, McMaster University, Hamilton, Ontario, Canada
3Department of Pathology and Molecular Medicine, McMaster University, Hamilton,
Ontario, Canada
Abstract
Strong literature suggests that involving students in the co-creation of learning resources creates more authentic and tailored materials (Bovill et al., 2011; Gros & Lopez, 2016). However, the application of these principles to develop inclusive, student-centered learning resources to support laboratory understanding remains notably underexplored. This study sought to investigate medical student feedback to support the design of a student-developed anatomy laboratory manual at the Michael G. DeGroote School of Medicine at McMaster University. Following the design-thinking framework (“Define, Ideate, Prototype, Implement, Review”) (Sandino et al., 2019), five undergraduate research students co-created several versions of an anatomy learning resource in consultation with medical faculty. Considerations were made in terms of interactivity, content segmentation, and the pedagogic value of student-illustrated images. Then, focus groups composed of first-year medical students at two sites (Hamilton and Niagara Campuses of the Michael G. DeGroote School of Medicine) were assembled. The participants were asked: “Which version of the resource do you prefer?” and “Why do you like it?” Interviews then became more individualized as participants expanded on their preferences. These interviews were transcribed and then subject to thematic analysis. Following the methodology of Braun & Clarke (2006), this culminated in a list of themes. Three major themes emerged. Firstly, learners valued content scaffolding in their laboratory manual, manifesting in a preference for foundational-level content. Secondly, learners preferred embedded opportunities for reinforcement (such as interactive activities). Lastly, simplified visuals that are color-coded and schematic were preferred over detail-oriented images. These findings suggest that medical students prefer simplified, schematic, and foundational resources for learning anatomy. The results of this study provide direction for developing future anatomy resources as well as indicate the value of involving students as co-creators to develop tools for learning anatomy.
Influence of Emotions on Clinical Performance in Acute Care: A Scoping Review
Cheng En Xi 1, Sylvain Boet 2, 3, Alexandre Assi 4, Lindsey Sikora 5, Meghan M. McConnell 2,6
1Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
2Department of Anesthesiology and Pain Medicine, University of Ottawa, Ottawa, ON,
Canada
3Diving and Hyperbaric Unit, Division of Emergency Medicine, Department of
Anesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, Geneva University
Hospitals and Faculty of Medicine, University of Geneva, Geneva, Switzerland
4Trinity College Dublin, School of Medicine, Dublin, Ireland
5Health Sciences Library, University of Ottawa, Ottawa, ON, Canada
6Department of Innovation in Medical Education, University of Ottawa, Ottawa, ON,
Canada
Abstract
Background:
Acute care is a high-stakes, emotionally charged environment. While emotions have been
increasingly recognized as an important aspect of healthcare, research on the influence of
emotions on clinical performance in acute care settings remains limited. The goal of this
review is to summarize empirical research on the influence of emotions on clinical
performance in acute care settings.
Methods:
A scoping review methodology was used to map the literature on the impact of emotions on
clinical performance in acute care. Screening was conducted in duplicate, and data
extraction was done by the lead author and reviewed by a second author.
Results:
A total of 22 studies were analyzed, including qualitative, quantitative, and mixed-methods
designs. Three major themes were identified based on the research setting: simulated or
educational acute care settings, real-world acute care settings, and end-of-life care
settings. Studies in real-world settings were further categorized into three subthemes: the
impact of emotions on quality of care, effects of stress on non-procedural skills, and
emotions in the face of uncertainty.
Conclusions:
Emotions had varying effects on clinical performance and decision-making in acute care,
depending on emotional type and context. Further research is needed to identify strategies
to help clinicians manage emotions effectively in these high-stress environments.
Understanding Rater Cognition in the Operating Room
Mariah Keeling 1, Paige Harris 1, Edward Matsumoto 2, Anita Acai 2,3
1Michael G. DeGroote School of Medicine, McMaster University, Hamilton, ON,
Canada
2Division of Urology, McMaster University, Hamilton, ON, Canada
3Department of Surgery, McMaster University, Hamilton, ON, Canada
Abstract
Introduction:
The assessment of residents’ surgical skills is based on frequent evaluations of performance
in the operating room (OR). However, little is known about how individual raters make these
assessment decisions. The OR is a demanding environment with many competing priorities for
the primary surgeon, only one of which is assessment. Rater performance is known to decline
under cognitive load. Understanding how the operating environment affects rater cognition
will help strengthen validity evidence for intraoperative assessments and identify means for
improvement.
Methods:
Participants (n = 10) were recruited using a snowball sampling method from six specialties
at McMaster University: general surgery, urology, orthopedics, pediatric general surgery,
cardiac surgery, and neurosurgery. Half were residents and half were staff. Semi-structured
interviews were conducted using tailored guides for learners and assessors. Audio recordings
were transcribed using Trint and analyzed through conventional thematic analysis in NVivo
v14.
Preliminary Results:
Multiple intrinsic and extrinsic factors influenced rater cognition and assessment quality
in the OR. Factors such as OR time, staff preferences, and interpersonal relationships among
OR staff were commonly cited.
Future Implications:
This study explores key factors affecting rater cognition during intraoperative assessment.
Identifying these factors will inform the development of targeted strategies to improve
surgical education and evaluation practices.
Anti-Black Racism and Black Health Competencies for Health Professional Education: A Modified Delphi Consensus Process
S. Hayden John 1,2, Clemence Ongolo-Zogo 1,3, Delia Douglas 1,4, OmiSoore Dryden 1,5, Barbara-Ann Hamilton-Hinch 1,6, Onye Nnorom 1,3, Kannin Osei-Tutu 1,7, Gaynor Watson-Creed 1,8, Sume Ndumbe-Eyoh 1,9
1Black Health Education Collaborative, Toronto, ON, Canada
2Faculty of Health Sciences, Queen’s University, Kingston, ON, Canada
3Department of Family and Community Medicine, University of Toronto, Toronto, ON,
Canada
4Institute for Gender, Race, Sexuality and Social Justice, University of British
Columbia, Vancouver, BC, Canada
5Department of Community Health and Epidemiology, Dalhousie University, Halifax, NS,
Canada
6Faculty of Health, Dalhousie University, Halifax, NS, Canada
7Department of Family Medicine, University of Calgary, Calgary, AB, Canada
8Faculty of Medicine, Dalhousie University, Halifax, NS, Canada
9Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada
Abstract
Background:
Pervasive structural anti-Black racism contributes to inequities in health outcomes across
Canada. Transformative change in health professional education—including integration of
critical race theory into competency-based education—is necessary to address these
inequities.
Methods:
This study aimed to develop a set of core competencies and learning objectives through
existing literature and expert consensus via a modified Delphi process. From 2021 to 2023,
experts across Canada participated in three rounds of anonymous online surveys reviewing
draft competency themes and learning objectives on anti-Black racism and Black health.
Results:
Across the three rounds, an average of 14 experts (SD: 5.3) participated. Agreement
increased with each round, culminating in a final set of eight core competency themes and 42
statements. In Round 1, 19 themes with 3–7 statements were evaluated, with agreement ranging
from 50–100%. In Round 2, nine themes were evaluated, with thematic agreement ranging from
80–100%. Round 3 finalized eight themes and 42 statements with 75–100% agreement.
Conclusions:
The Black Health Education Collaborative’s competency set provides a foundation for
integrating critical race theory into health professional education. These competencies
should be tailored to individual disciplines with engagement and support from national
stakeholders.
Understanding the Dynamics of Narrative Feedback: A Retrospective Analysis of Entrustable Professional Activities for Internal Medicine Residents
Enoch Yu 1, Farida Mohamad 2, Karen Schultz 3, Laura McEwen 3, Stephen Gauthier 1, Heather Braund 4, Nicholas Cofie 4, Nancy Dalgarno 4, Adam Szulewski 2,5, Farhana Zulkernine 2, Benjamin Kwan 2,6
1Department of Medicine, Queen’s University, Kingston, ON, Canada
2School of Computing, Queen’s University, Kingston, ON, Canada
3Postgraduate Medical Education (PGME), Queen’s University, Kingston, ON, Canada
4Office of Professional Development & Educational Scholarship (OPDES), Queen’s
University, Kingston, ON, Canada
5Department of Emergency Medicine, Queen’s University, Kingston, ON, Canada
6Department of Diagnostic Radiology, Queen’s University, Kingston, ON, Canada
Abstract
Introduction:
Effective feedback is the cornerstone of Competency-Based Medical Education (CBME).
High-quality feedback should be specific, actionable, and timely. However, the relationship
between feedback characteristics—such as length, sentiment, and timelag—and assessment
outcomes remains underexplored.
Methods:
A retrospective cross-sectional study analyzed C1 EPA evaluations from 2020–2023 for all
internal medicine residents at Queen’s University. Each evaluation included entrustability
scores (0–4), completion timelag, and word count. Sentiment analysis of “feedback” and “next
steps” sections was performed using a DistilBERT NLP model trained on the Stanford Sentiment
Treebank corpus.
Results:
2,694 EPAs were analyzed for 111 residents across 301 assessors. Shorter feedback correlated
with poorer performance. Sentiment was overwhelmingly positive regardless of score, though
“next steps” sections displayed greater polarity variation. Evaluations submitted after 100
days showed disproportionately higher entrustment scores, suggesting potential stale data.
Discussion & Conclusion:
These findings support the use of linguistic and timelag metrics to analyze assessment
quality and highlight the need for clearer guidelines around delayed EPA evaluations.
NLP-driven feedback analysis may offer future tools for improving feedback quality and
performance tracking in CBME.
Understanding Student and Faculty Perspectives on Engagement and Attendance in Large-Group In-Person Medical School Sessions: A Cross-Sectional Study
Seung Heyck Lee 1*, Zoe Tsai 1*, Brad MacCosham 1, Kamal Lakhrif 2, Jean Chen 1, Amy Nakajima 1, Sophie De Roock 1, Lana Bistritz 2, Joanne Rodger 2, Jaime Yu 2
*Designated as first co-authors
1Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
2Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada
Abstract
Background:
In-person attendance at medical school lectures has declined since the rise of online
learning during the COVID-19 pandemic. Despite the return to on-campus education, many
lecture halls remain sparsely attended. Understanding student and faculty perspectives is
key to revitalizing engagement in traditional teaching formats.
Objective:
To compare motivators and barriers affecting attendance and engagement in large-group
sessions among medical students and lecturers, and to assess preferences for future
educational delivery.
Methods:
Cross-sectional surveys were distributed to medical students (Years 1–3) and faculty at the
University of Ottawa, with additional data pending from the University of Alberta. Surveys
included 13 and 26 questions, respectively, covering attendance motivators, learning
preferences, and logistical barriers. Descriptive statistics and thematic analysis were
conducted.
Results:
Responses were received from 130 students and 66 lecturers. Both groups agreed that active
participation and engagement are key to effective learning. Major motivators included
interactive teaching (polling questions, applied examples) and instructor enthusiasm.
Barriers included parking (students 52%, faculty 63%) and scheduling inconsistencies. Three
major themes emerged: 1) engaging instructors matter most; 2) administrative inefficiencies
reduce attendance value; and 3) flexibility in learning modalities is essential.
Conclusion:
Students and faculty share similar preferences for engagement but face common barriers.
Institutions should invest in faculty development, active learning strategies, and flexible
scheduling to enhance participation and preserve the value of in-person medical education.
Underrepresentation in Medical School Admissions: A Scoping Review
Alexa Moschella 1, Claire Touchie 1,2,4, Elaine Kilabuk 1,2, Genevieve Lemay 1,3, Jerry M. Maniate 1,2, Thirusha Naidu 4, Michael Quon 1,2, Tiffany Ange Tchigio Djomou 1, Meron Samuel Demissie 1, Scott Rauscher 4, Evan Sterling 5, Anna Romanova 1,2
1Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
2Division of General Internal Medicine, The Ottawa Hospital, Ottawa, ON, Canada
3Department of Medicine, Montfort Hospital, Ottawa, ON, Canada
4Department of Innovation in Medical Education, University of Ottawa, Ottawa, ON,
Canada
5Library, University of Ottawa, Ottawa, ON, Canada
Abstract
Background:
The medical school admissions process shapes the future physician workforce, which should
reflect the diversity of the populations it serves. Diverse cohorts are associated with
improved educational and health outcomes. However, several groups have been historically
underrepresented in medicine (URiM) due to entrenched social and structural inequities
related to gender, income, geography, race, and disability.
Objective:
This study aims to define underrepresentation in medical school admissions across Canada and
other countries with British colonial histories, explore how URiM groups have evolved over
time, and identify research gaps and barriers within the admissions process.
Methods:
A scoping review will be conducted using Arksey and O’Malley’s (2005) framework. MEDLINE,
Embase, ERIC, and CABI Global Health databases will be searched with support from a
specialist librarian. Data will undergo both quantitative and qualitative analyses.
Anticipated Results:
Multiple URiM groups are expected to be identified, with their representation shifting over
time. Factors contributing to underrepresentation—such as implicit bias, stigma, financial
barriers, and unequal access to social capital—will likely vary between groups,
necessitating tailored interventions.
Significance:
A nuanced understanding of URiM in admissions is essential to advancing social
accountability and health equity. Findings will inform strategies to better support URiM
applicants and guide research to foster medical cohorts representative of the populations
they serve.
Trial Files: Keeping Physicians Up to Date on RCTs Using Large Language Models
Katarina Zorcic 1,2, Emily Bartsch 3, Bryant Lim 2, Genevieve McCallum 4, Tamara Van Bakel 2, Alison Hacker 1,2, Michael Fralick 2,3
1School of Medicine, Queen’s University, Kingston, ON, Canada
2Department of Medicine, Sinai Health System, Toronto, ON, Canada
3Division of Internal Medicine, Temerty Faculty of Medicine, University of Toronto,
Toronto, ON, Canada
4Department of Anesthesiology, Pharmacology, and Therapeutics, Faculty of Medicine,
University of British Columbia, Vancouver, BC, Canada
Abstract
Background:
With over 83,000 new articles published monthly on MEDLINE, staying current with medical
literature is nearly impossible. Only a small fraction of these studies—primarily randomized
controlled trials (RCTs)—meaningfully impact clinical practice.
Methods:
The research team developed Trial Files, a twice-monthly newsletter powered by
PaperScrape, a tool designed to identify RCTs relevant to internal medicine. The
system retrieves abstracts, supplements data from ClinicalTrials.gov, and uses OpenAI’s
Davinci API to produce concise three-sentence summaries. The platform was later expanded to
cover cardiology, nephrology, thrombosis, gastroenterology, and endocrinology. Summary
accuracy was compared to manual review, and subscriber growth strategies were analyzed.
Results:
Among 96 RCTs sampled, baseline prompt accuracy compared to manual review was 54.5% (study
phase), 59.7% (blinding), 44.8% (sample size), 91.7% (population), 75.8% (comparison), and
84.4% (primary outcome). After prompt engineering, accuracy rose to 97.1%, 92.2%, 85.4%,
97.9%, 94.7%, and 92.7%, respectively. Trial Files reached 436 subscribers, with
in-person promotion (e.g., at conferences) yielding the highest growth (9.5 new
subscribers/day vs. 1.0/day baseline, p<0.01).
Conclusions:
Large language models can accurately summarize RCT findings, assisting clinicians in staying
informed. Proper prompt optimization is critical to ensure reliability. AI-driven tools like
Trial Files may significantly enhance knowledge translation and continuing medical
education.
Taking the AI OSPE to the Next Level: Leveraging User Perspectives and Needs for Quality Improvements with Q-method
Simran Dhawan 1,2, Olivia Parpura 1,2, Trinity Stodola 1,2, Vallen Lin 1,2, Siyuan Huang 1,2, Fariha Asna 1,2, Abeerah Murtaza 1,2, Kiran Dhami 1,2, Serena Bansal 1,2, Marfy Abousifein 1,2, Josh P. Mitchell 2, Jason Bernard 5,6, Bruce Wainman 1,2,3, Yasmeen Mezil 1,2,3,4, Kristina Durham 1,2,4, Danielle Brewer-Deluce 1,2
1Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada
2Education Program in Anatomy, McMaster University, Hamilton, ON, Canada
3Department of Pathology and Molecular Medicine, McMaster University, Hamilton, ON,
Canada
4School of Rehabilitation Sciences, McMaster University, Hamilton, ON, Canada
5Research and High-Performance Computing, McMaster University, Hamilton, ON,
Canada
6Vector Institute, Toronto, ON, Canada
Abstract
Introduction & Objective:
The artificial intelligence objective structured practical exam (AI OSPE) is a web-based
study tool using AI for immediate grading and spaced repetition. User-centric design guided
development and refinement. We describe the use of Q-methodology to drive continuous,
conscientious quality improvements based on factor analysis, statement rankings, and
open-text feedback.
Materials & Methods:
Iterative development began with a multidisciplinary focus group to determine requirements.
Teams built OSPE questions and integrated decision-tree AI with spaced-repetition
algorithms. Semiquantitative feedback on Version 1 was collected from MSc (OT) students
using Q-method; findings informed Version 2.
Results:
Patterns in preferences, consensus and extreme rankings, together with open-text feedback,
guided improvements. Early data indicated high ease-of-use satisfaction. UI and gamification
emerged as priorities; the interface was updated with expanded controls and progress
tracking. Usage metrics showed that over six days, daily questions completed by
undergraduates increased by 48 cards from day 1 to day 6.
Conclusion:
Q-methodology effectively surfaces user preferences for study tools. Ongoing evaluation with
Q-method will ensure changes remain user-centred.
Significance:
Quality-assurance insights are vital for evidence-based educational tool design,
highlighting the value of user feedback, iterative development, and real-world testing.
Do Formative Assessments Generate Useful Formative Feedback? An Analysis of Entrustable Professional Activities in Clerkship
Victoria Leung 1, Samantha Inwood 1, Angela Punnett 1, David Rojas 1,2
1Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
2Wilson Centre, Toronto, ON, Canada
Abstract
Background:
EPAs were implemented for third-year clerks (2023–24) to promote low-stakes, formative
feedback. However, evaluation data suggested EPA feedback was limited, low quality, and not
perceived as low-stakes.
Methods:
Deductive content analysis of comments from a random, stratified sample of 820 EPAs used
Hattie & Timperley’s feedback typology. Chi-square tests compared feedback type by rotation,
assessor role, EPA focus, competency rating, and prompt (“strengths” vs “plan for
improvement”). Comment quality was rated with the QuAL Score (0–5) and described.
Results:
EPA focus and comment prompt were the only factors significantly associated with feedback
type (p < 0.01). Seventy-five percent of “strengths” comments addressed task performance;
70% of “improvement” comments addressed task processes. QuAL ratings showed wide
variability, especially in evidencing clerk performance. Ten percent of EPAs lacked a
suggestion for improvement.
Discussion:
Emphasis on task performance may reduce perceptions of low-stakes assessment, and
inconsistent comment quality may undermine formative intent. Findings can guide assessor
training and further development of assessment tools.
The Use of Interactive Modules with LLM-Facilitated Learning to Enhance Delivery of Medical Education: A Pilot Study
Dhruv Patel 1,2, Pascal Tyrrell 3,4,5
1School of Medicine, Queen’s University, Kingston, ON, Canada
2Temerty Centre for AI Research and Education in Medicine, University of Toronto,
Toronto, ON, Canada
3Department of Medical Imaging, University of Toronto, Toronto, ON, Canada
4Institute of Medical Science, University of Toronto, Toronto, ON, Canada
5Department of Statistical Sciences, University of Toronto, Toronto, ON, Canada
Abstract
Background:
Hybrid learning can enhance medical education yet faces engagement and accessibility
challenges. Interactive modules and LLMs may improve personalization and participation.
Methods:
An AI in Medicine module was developed in Articulate Storyline 360 using Kern’s six-step
framework. LLM features (live translation, question generation) were validated via
METEOR/COMET and item-writing flaw rubrics. A pilot with 40 students included pre-survey,
one-week module access, and post-survey; usage trends and sentiments were analyzed.
Results:
English-to-French translation achieved METEOR 0.841 and COMET 0.873. Question generation
quality was strong (87% of MCQs and 70% of SAQs with <2 flaws). Despite 40% initial LLM
hesitancy, feedback was positive: interactivity 4.1/5, satisfaction 4.6/5, clarity 4.4/5,
future use 4.2/5. System Usability Score averaged 79.2. Qualitative feedback requested more
context carry-over and expanded language support.
Conclusions:
LLM-enhanced interactive modules foster engaging, inclusive learning. Further work should
validate additional languages and assess scalability to other courses.
Exploring the Impact of Familiarization on Virtual Reality-Based Anatomy Training for Novice Learners
Lily Shengjia Zhong 1, Kristina Lisk 1,2
1Division of Anatomy, Department of Surgery, Temerty Faculty of Medicine, University
of Toronto, Toronto, ON, Canada
2The Wilson Centre, University of Toronto and the University Health Network, Toronto,
ON, Canada
Abstract
Anatomy education has traditionally relied on cadaveric specimens. However, emerging three-dimensional visualization technologies (3DVT), such as virtual reality (VR), provide promising alternatives that enhance accessibility, reduce costs, and mitigate ethical concerns related to cadaveric use. Prior research highlights the importance of stereopsis for anatomy learning, and although 3DVTs are expected to replicate the stereoscopic experience of prosection (PM), recent work has found VR to be less effective for certain spatial tasks. This may suggest the involvement of alternative cognitive mechanisms beyond visuospatial ability (Vz), such as working memory (WM). This randomized controlled study examines how repeated exposure to a VR anatomy tool affects learning outcomes while accounting for individual differences in WM and Vz. Baseline WM and Vz were assessed using a Stroop test and Mental Rotation Test, respectively. Participants were randomized into two groups: Group A used a novel VR tool, and Group B used a physical model to learn anterior hip anatomy, followed by a knowledge test. The process was repeated one week later with gluteal anatomy. A 2×2 repeated-measures ANCOVA will assess the interaction between baseline Vz, WM, and learning modality on knowledge outcomes. Findings will help identify the cognitive mechanisms underpinning learning differences between VR and PM, informing optimization of 3D anatomy education tools.
Evaluating Undergraduate Anatomy Student Perceptions of the AI OSPE Tool Using Q-Methodology
Fariha Asna 1,2, Abeerah Murtaza 1,2, Trinity Stodola 1,2, Siyuan Huang 1,2, Vallen Lin 1,2, Olivia Parpura 1,2, Simran Dhawan 1,2, Kiran Dhami 1,2, Serena Bansal 1,2, Marfy Abousifein 1,2, Josh P. Mitchell 2, Jason Bernard 5,6, Bruce Wainman 1,2,3, Yasmeen Mezil 1,2,3,4, Kristina Durham 1,2,4
1Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada
2Education Program in Anatomy, McMaster University, Hamilton, ON, Canada
3Department of Pathology and Molecular Medicine, McMaster University, Hamilton, ON,
Canada
4School of Rehabilitation Sciences, McMaster University, Hamilton, ON, Canada
5Research and High-Performance Computing, McMaster University, Hamilton, ON,
Canada
6Vector Institute, Toronto, ON, Canada
Abstract
Introduction & Objective:
Objective Structured Practical Examinations (OSPEs) are a standard assessment of anatomical
knowledge but are resource-intensive and limited by specimen access. The AI OSPE is a
virtual study tool that uses artificial intelligence for automated grading and immediate
feedback. Q-methodology was used to assess student perceptions and preferences regarding the
AI OSPE.
Methods:
A 36-statement concourse covering accessibility, AI quality, user interface, and experience
was developed. The tool was introduced to undergraduate anatomy students six days before
their term test. It included 29 virtual OSPE “cards” depicting musculoskeletal stations.
After using the tool, students completed a Q-survey, which underwent by-person factor
analysis to identify shared perspectives.
Results:
Among 23 respondents, three factors emerged: preference for in-person learning (Factor 1,
n=10), appreciation of virtual study tools (Factor 2, n=7), and emphasis on visual
aesthetics (Factor 3, n=3). Participants across factors agreed that the AI OSPE was
user-friendly and academically beneficial. Factor 3 participants emphasized improving image
resolution.
Conclusion:
Despite differences in modality preference, there was consensus that the AI OSPE effectively
enhanced learning outcomes and offered a positive user experience. Findings will inform
further refinements to optimize its usability and educational impact.
Women’s Experiences of Deferral Related to Family Planning During Surgical Training: Preliminary Findings from a Qualitative Study
Veronica Sacco 1, Gopika Punchhi 2, Lorelei Lingard 1, Muriel Brackstone 3
1Department of Medicine, Schulich School of Medicine & Dentistry, Western University,
London, ON, Canada
2Department of General Surgery, University of Toronto, Toronto, ON, Canada
3Department of Surgical Oncology, London Health Sciences Centre, London, ON,
Canada
Abstract
Background & Objectives:
Women surgeons face unique challenges related to family planning and pregnancy, including
elevated rates of infertility and pregnancy loss. While survey research has quantified these
challenges, qualitative understanding remains limited. This study explores women surgeons’
experiences of family planning and pregnancy deferral as a social process within surgical
culture.
Methods:
Using a constructivist grounded theory (CGT) approach, semi-structured interviews were
conducted online with 13 women surgeons across multiple specialties. Interviews explored
experiences with family planning, pregnancy, and pregnancy loss during training and early
career. Data collection and analysis followed CGT procedures, employing constant comparison
and iterative coding until thematic saturation.
Findings:
Preliminary themes include “the plan,” representing the process of developing or struggling
to sustain a plan for pregnancy; “the work,” reflecting demands of surgical training; and
“the culture,” encompassing norms and expectations of surgical environments. Emotional
dimensions emerged as central to navigating these intersecting themes.
Conclusion:
Findings illuminate the social processes shaping family planning experiences among women
surgeons. Insights will guide the creation of policies and interventions promoting gender
equity, work-life balance, and cultural inclusivity in surgical training.
Joint Efforts in Innovation: Scientific Interdisciplinary Collaboration Between Medical Students, Undergraduate Biomedical Engineering Students, and Clinicians in Spine and Joint Medicine
Aamna Naveed 1
1McMaster University, Hamilton, ON, Canada
Abstract
Introduction:
Interdisciplinary collaboration is essential for addressing complex healthcare challenges
and enhancing education across fields. The Innovators in Scrubs program at McMaster
University integrates biomedical engineering students with clinicians to identify unmet
needs and develop innovative biomedical solutions. This abstract explores how clinical
immersion fosters collaboration between engineering and medical trainees, emphasizing its
role in chronic pain management innovation.
Methods:
Biomedical engineering students participated in clinical placements at the Michael G.
DeGroote National Pain Center, where they observed procedures and identified innovation
opportunities. Medical students and residents joined these sessions as part of their
rotations, contributing clinical insight. Surveys will be administered to assess medical
trainees’ interest in formal integration within the program as an interprofessional
education (IPE) course.
Results:
Observational data and discussions revealed mutual benefits of interdisciplinary
collaboration, including shared learning, mentorship, and innovation exposure. Students from
both disciplines gained hands-on experience in problem-solving and design-thinking. It is
hypothesized that formal surveys will confirm these qualitative insights, demonstrating
perceived value and learning gains.
Conclusion:
The program identified ten unmet clinical needs and produced a proof-of-concept prototype,
highlighting the success of integrating biomedical engineering and medical trainees. Future
directions include gathering data from other student teams and preceptors to support broader
adoption of interdisciplinary innovation curricula.
A Winning Hand: Evaluating the Efficacy of the ORGAN-IZE Card Game for Anatomy Learning
Victoria Lee 1, Aamna Naveed 1, Julia Issa 2, Bruce Wainman 3, Yasmeen Mezil 3
1Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada
2Faculty of Science, McMaster University, Hamilton, ON, Canada
3Education Department of Anatomy, McMaster University, Hamilton, ON, Canada
Abstract
Introduction:
Game-Based Learning (GBL) represents a dynamic and interactive educational approach,
fostering engagement and retention through play. Despite its promise, limited empirical
research has evaluated the effectiveness of GBL tools in medical education. This study aims
to rigorously evaluate the ORGAN-IZE card game for its impact on anatomy learning,
engagement, and motivation.
Objectives:
(1) To evaluate the efficacy of ORGAN-IZE in enhancing student performance,
engagement, and motivation;
(2) To identify game elements contributing most to its educational effectiveness; and
(3) To develop a comprehensive framework for evaluating educational games in medical
curricula.
Methods:
A mixed-methods evaluation integrates direct measures (pre- and post-tests) to assess
knowledge acquisition and indirect measures (surveys, interviews) to evaluate engagement and
usability. A modified Intrinsic Motivation Inventory (IMI) assesses confidence, motivation,
and enjoyment using Likert-scale items.
Results:
Preliminary beta-testing revealed strong participant engagement, particularly with the
game’s active recall, quick-thinking, and competitive elements. Early findings suggest the
game enhances learning motivation and reinforces anatomy retention. Further empirical
evaluation will confirm these trends and identify critical design features influencing
learning.
