United States

Abstract Title: DoubleVision Ophthalmoscope: A novel teaching fundoscope for medical student learners and beyond
Background: Learning to operate a standard fundoscope is an unintuitive process and recognizing retinal pathologies can be a subjective struggle requiring guesswork. While technologies exist to facilitate learning via screen projection from various ophthalmoscopes, a modality for the standard fundoscope, most utilized in medical student training, has not been well established. Our innovation aims to facilitate clearer instruction by physician preceptors while simultaneously lowering the barrier to entry for competent fundoscopy exams. Competent performance of a fundoscopic examination is a required skill per the American Council of Graduate Medical Education and is mandated in moderate and high-level neurologic workups per private and federal insurance agencies. 
Methods
The initial design includes a unique fundoscope based on similar mechanics of standard fundoscopes with a mini camera attachment and connection to monitor screen. The monitor screen will allow for improved visualization for the learner, image saving, and real-time annotation capabilities. 
Results
Through this innovative design we compare the current unintuitive status of fundoscopy training to a novel approach in training. We utilize various criteria in evaluating effectiveness including student/physician interviews and comparisons to other devices in the literature alongside biomedical design processes. We discuss in detail the product value proposition, market feasibility, ethical considerations, and global impact, as these concepts in relation to such device are scarce in the literature.
Conclusion
Clinical studies have emphasized the difficulty in the objectivity of the fundoscopic procedure. Simulations and training models lack fidelity due to high degree of variance between patients, as well as variance between patients and simulations. Residency and intern training of this technique have been difficult, but increased time with hands-on instructor led workshops have reduced this difficulty. There is a need for standardized training protocols across multiple centers, although some clinics may not have access to high end mentorship due to geographic constraints. The remote capabilities of our device would allow education to be performed globally. Prototypes of teaching ophthalmoscopes have been associated with improved confidence and more accuracy in objective measures of pathology identification. 


AMA Research Challenge 2022

DoubleVision Ophthalmoscope: A novel teaching fundoscope for medical student learners and beyond

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AMA Research Challenge 2023

Join the AMA Research Challenge poster symposium and semifinals to explore top research posters, score posters in the semifinals (an AMA member exclusive opportunity) and attend education sessions with experienced physicians to learn tips to advance your research and career. 

poster

Welcome to the largest national, multi-specialty research event **featuring research from 750 medical students, residents and fellows, and international medical graduates.**


#### Event Details
The 2022 American Medical Association Research Challenge includes a poster symposium hall and a semifinals hall with the top scored research. Log in at any time throughout the event to:
* **View posters and presentations** on a variety of topics and specialties
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At the conclusion of this event, the AMA will announce the top five finalists who will advance to the AMA Research Challenge finals, present their research to an elite panel of judges and compete to win a $10,000 grand prize sponsored by Laurel Road.
 

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Jessica Li, MD/PhD Candidate
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Charles Lopresto, DO

### Sponsor
AMA would like to thank Laurel Road for sponsoring a $10,000 grand prize for the winner of the AMA Research Challenge. Laurel Road is not involved in the judging or scoring process to select the winner. The winner will be announced on Dec. 7 during the AMA Research Challenge finals. Payment of the grand prize will be directly from Laurel Road. See the AMA Research Challenge Official Rules for terms and conditions.

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Welcome to the largest national, multi-specialty research event featuring research from 750 medical students, residents and fellows, and international medical graduates.


Purpose: To validate the clinical utility of Vision.app in measuring best corrected visual acuity (BCVA) in a pediatric cohort. 
Methods: OD/OS BCVA of pediatric patients was obtained by a) Landolt ring (VAApp) and b) Snellen chart (VAClinic). VAApp was measured by the phone application, Vision.app, from smartphones which used a 4-force choice procedure with a dark blue Landolt C optotype on a black background displayed at 100cm. VAClinic was the smallest line where optotypes were correctly identified with patient sitting 20 ft from an illuminated screen. The two methods were compared using Pearson correlation coefficient and Cronbach α. Vision.app sensitivity, specificity, positive predictive value (PPV), and negative predictive value (NPV) were calculated to detect significant VA changes (≥0.3) logMAR from in-clinic baseline. A Bland-Altman plot was constructed to visualize the difference between the two methods. 
Results: A total of 49 participants completed the study with data on 98 eyes collected. Mean (SD) age of 10.22 ± 3.28 years with a 26:23 male:female ratio. Mean VA difference was -0.14 (95% CI, -0.193 to -0.087) logMAR or <1 line of difference with upper and lower limits of 0.23 and -0.51 logMAR. The Pearson correlation coefficient was 0.54 [p < 0.001, (95% CI: 0.38, 0.66)]and Cronbach α is 0.68 [p < 0.001, (95% CI: 0.52, 0.78)]. Vision.app had an 80% sensitivity, 73.5% specificity, 35.3% PPV, 95.3% NPV. 
Conclusion: In our study, Vision.app is a valid method of measuring visual acuity in children.

Smartphone app visual acuity screening in a pediatric population

Background
Orthopaedic surgery has been an increasingly popular field for medical students. Many schools offer elective time to explore areas of interest through clinical rotations and research; however, most are reserved for senior medical students. The purpose of this study was to evaluate the impact of a dedicated orthopaedic surgery symposium to increase awareness about the field, and to assess students’ interest and knowledge of orthopaedic surgery before and after the symposium.
Methods
A one-day free, virtual medical student orthopaedic surgery symposium was organized. Abstracts were reviewed and selected from nine different orthopaedic subspecialty categories. Survey assessments were sent to medical students to complete before and after the symposium. The survey included questions related to participant demographics, as well as interest and knowledge about the field of orthopaedic surgery. Statistical analyses were completed to compare the participants’ responses before and after the symposium.
Results
In total, 962 medical students registered for the four-hour symposium. Of these, 58.5% completed the pre-symposium survey, and 48.0% completed the post-symposium survey. 13.3% of the respondents reported being “very knowledgeable” about the various orthopaedic surgery subspecialties before the symposium, which increased to 18.4% after the symposium (p=0.137). 46.9% of the participants stated that they were “knowledgeable” about the daily life of an orthopaedic surgery resident before the symposium, which increased to 67.3%, post-symposium (p<0.001). Similarly, the percentage of respondents who reported that they were “very knowledgeable” about the residency match process increased from 12.2% pre-symposium to 22.4% post-symposium (p<0.001). 61.7% and 80.5% of participants reported being “very satisfied” with the breakout room sessions and the educational panels respectively, with 84% of participants reporting they would recommend the symposium to others.
Conclusions 
As the interest in a career in orthopaedic surgery increases, medical students desire access to information, mentorship, and opportunities to present their research in preparation for residency applications. Our study demonstrated that a large-scale national orthopaedic surgery symposium provided a platform to augment medical students’ knowledge of the field, present their research, and interact with faculty members.

The Impact of a Virtual Orthopedic Surgery Symposium on MedicalStudents: Increasing Interest and Knowledge of the Field

Abstract Title: An Evaluation of United States Undergraduate Medical Education in Otolaryngology

Background
With an expanding knowledge base, medical schools struggle to incorporate surgical subspecialty education, such as otolaryngology (OTO), into undergraduate medical curricula. OTO complaints comprise 25% of primary care visits, yet graduating physicians report being inadequately prepared to work-up common OTO disorders. Additionally, school factors, such as OTO student resources and an OTO residency program, can impact the competitiveness of student residency applications. Therefore, this study aimed to evaluate the extent of OTO curricula and resources at U.S. medical schools.

Methods
A 48-question survey evaluated the extent of OTO teaching and resources at U.S. medical schools. The survey was distributed by email to all 155 LCME accredited U.S. allopathic medical schools in 2020 and 2021.

Results
68 unique responses were received, representing 43.9% of U.S. medical schools. Evaluation of OTO teaching practices found 36.8% (n=25) of schools reported having formal expectations of OTO knowledge in their curricula. Only 1 school (1.5%) reported having a required OTO rotation. Evaluation of OTO resources found 89.6% (n=60) of schools reported having an OIG and 91% (n=61) provide opportunities for research with OTO faculty. Schools with residency programs were more likely to have otolaryngologists teach basic science lectures and the Head & Neck exam (OR = 13.7, 95% CI [1.86, 153.9] and OR = +infinity, 95% CI [3.35, +infinity], respectively), have formal expectations of rotating students (OR = 5.67, 95% CI [1.15, 27.71]), provide students with opportunities for OTO research (OR = +infinity, 95% CI [17.06, +infinity]), offer an optional third year rotation (OR = 4.27, 95% CI [1.07, 16.99]), have an OIG (OR = 27.5, 95% CI [3.66, 148.9]), and were more likely to have an OMSED (OR = 43.56, 95% CI [6.16, 488.9]) compared to schools without residency programs. 

Conclusion
This study found U.S. medical schools associated with residency programs, larger class sizes, and who employ their faculty through an OTO or surgery department have more robust OTO curricula and resources. Despite the ubiquity of OTO presentations, incorporation of OTO knowledge and resources into U.S. undergraduate medical curricula remains variable, and at times limited.



Abbreviations: 
OTO = otolaryngology
OMSED = Otolaryngology Medical Student Education Director 
OIG = Otolaryngology Interest Group

A Cross-Sectional Survey Study Evaluating Otolaryngology Education at United States Medical Schools

Authors & Affiliations: Erik Feldtmann, BSN1, Valerie Nemov, BS1, Presley G. Busch, BS2, Vinita Kiluk, MD3, Andrew Galligan, MD, MS3, Amy Weiss, MD, MPH3, Scott Coon, PharmD, BCACP2, Aimon C. Miranda, PharmD, BCPS2, Dawn Schocken, MPH4, Erini S. Serag-Bolos, PharmD2

1USF Health Morsani College of Medicine, Tampa, FL. 2USF Taneja College of Pharmacy, Tampa, FL. 3Department of Pediatrics, USF Health, Tampa, FL.4Department of Medical Education, USF Health, Tampa, FL.

Abstract Title: Analysis of Student Outcomes from an Interprofessional Education Transitions of Care Simulation

Background: Interprofessional education (IPE) improves students’ understanding of other professions, promotes communication skills, and facilitates a high functioning healthcare team. The primary objective of this study was to evaluate changes in students’ behavior and knowledge as they worked through virtual transitions of care simulations with their interprofessional teams. The secondary objective was to evaluate whether student knowledge of pediatric asthma exacerbation treatment improved through an interprofessional simulation. 

Methods: Third year medical (n= 164) and pharmacy (n= 139) students at the University of South Florida participated in an IPE simulation via Microsoft Teams in 2021 and 2022. Students were presented with a pediatric (age 12) asthma exacerbation patient and progressed through four, 15-minute stations. Each station required clinical management in the following scenarios: emergency department, pediatric critical care, pediatric floor, and discharge planning. Pre- and post-simulation surveys included nine identical questions and were analyzed using the Wilcoxon signed-rank test, Wilcoxon-Mann-Whitney test, and the MEANS Procedure.

Results: Students showed statistically significant improvement in each domain, including understanding their roles and abilities to work in an interdisciplinary environment and clinical knowledge. There was no significant difference found between cohorts, indicating that students from each year benefited from participation similarly. When analyzing differences based on professional program, it was found that interdisciplinary and clinical knowledge improved for both medical and pharmacy students, although they did not always benefit equally. 

Conclusion: This simulation improved both medical and pharmacy students’ perceptions of interdisciplinary healthcare teams and their ability to manage a pediatric asthma exacerbation patient. 


Analysis of Student Outcomes from an Interprofessional Education Transitions of Care Simulation

Background
Cerebral palsy is the most common motor disability in childhood. This condition can be found in up to 1 in 345 live births and is comprised of a plethora of symptoms—including spastic, dyskinetic, and ataxic. While this condition is extremely prevalent and is cared for by a myriad of medical professionals, we hypothesized that there is a lack of emphasis on cerebral palsy in board review materials. In this study, we explored cerebral palsy content in common board study resources.

Methods
Multiple platforms of preparatory materials for medical school licensing exams, including First Aid, Pathoma, Boards and Beyond, and other commonly utilized resources, were assessed for number of mentions of cerebral palsy. Focus was placed on USMLE Step 1 and Step 2 and COMLEX Level 1 and Level 2 due to the universality of these exams.

Results
Within board exam prep material, we found that the First Aid for USMLE Step 1: 2021 edition only mentioned cerebral palsy one time. Similarly, cerebral palsy was only directly covered in two questions within the entirety of the UWorld Step 1 question bank, updated in 2022. Other materials analyzed had zero mentions of cerebral palsy in any capacity within their scope.

Conclusion
In conclusion, there is a severe lack of coverage of cerebral palsy within the medical school board preparation materials. Given cerebral palsy is the most common childhood motor disability and requires a multitude of medical specialties to properly manage these patients, it must be increased within the curriculum and within board exam relevance. Board review content guides the studying of most medical students throughout their time in medical school, therefore, an increase in cerebral palsy education within board preparatory material would innately increase the emphasis on cerebral palsy education within medical school curricula across the country. According to a study published in 2005, an increase in curriculum may also result in a promotion of positive attitudes towards people with cerebral palsy and other disabilities. The medical student curricula should increase its overall coverage of cerebral palsy to promote the knowledge, understanding, and lessen the stigma within the medical community.

Low Prevalence of Cerebral Palsy Coverage Within Medical School Board Preparation Materials: Implications for Education and Attitudes

Background: Approximately 750,000 adolescents and young adults (AYA’s) with chronic conditions require transition from the pediatric model of care to adult care annually. The lack of a planned process known as healthcare transition (HCT) is associated with increased hospitalizations, care discontinuity, and increased morbidity. Multiple studies have reported the lack of HCT training and competency in graduate medical education (GME) trainees. However, little is known about the factors contributing to the development of HCT knowledge and practice. The present study employs a multi-center cross-sectional survey to better understand differences in HCT knowledge as well as barriers to providing HCT care and acquiring HCT training among medical trainees.

Methods: In March-June of 2022, participating residency and fellowship programs from 11 institutions were surveyed using a 74-item questionnaire. Differences in HCT knowledge and barriers to HCT care and education were analyzed between trainee type, presence or absence of Medicine-Pediatrics program or HCT champion (defined as any faculty or staff who is a mentor or leader in HCT) at residency or fellowship, and specialty type.

Results: Out of the 1,346 trainees receiving survey invitations, 154 responded (response rate: 11.4%). Mean HCT knowledge scores were higher in trainees who had a prominent HCT figure at their institution (p<0.005), attended at least one HCT lecture (p<0.001), and performed at least one transition care readiness assessment (p<0.005) or transition care consult for patient or caregiver (p<0.05). Trainees from institutions without a prominent HCT figure were more likely to cite “lack of transition coordinator” as a barrier to providing HCT care (OR 2.76; p<0.05). Residents, compared to fellows, more frequently cited “lack of skills to convey concept” as a barrier to HCT education (OR 3.52; p <0.05).

Conclusions: Results from this study highlight the importance of skills-based practice and an institutional prominent HCT figure in increasing HCT proficiency and the ability to provide HCT care. GME programs and accreditation bodies should consider these factors when developing curricula to provide effective HCT for transitioning AYA.

The Impact of Institutional HCT Champions and Med-Peds Programs on HCT Knowledge, Practices, and Attitudes: A Multicenter US Survey Study

An Altmetric Analysis of Medical School Research by Plastic Surgery Residents

Background: Cannabis is the most commonly used illicit drug worldwide. In addition to potential adverse effects, an estimated 9% consistent cannabis users are likely to become dependent and may develop a cannabis use disorder (CUD). 

Methods: This cross-sectional study developed a search strategy using Ovid, MEDLINE, and Ovid Embase for systematic reviews and meta-analyses focused on CUD treatment in June 2020. These reviews were evaluated for conflicts of interest (COIs) per previously developed classification scheme. Our primary objectives were to (1) evaluate the presence of disclosed or undisclosed COI of systematic review authors, regarding treatment of CUD; and (2) determine whether overall summary effect estimates, narrative results and conclusions were influenced by the presence of disclosed or undisclosed COIs among systematic review authors. 

Results: Our systematic search returned 560 articles which 9 systematic reviews were eligible for data extraction. We found 77.8% (7/9) contained at least one author with a COI. From the 51 authors included, 29.4% (15/51) were found to have a COI. Forty-four percent (4/9) were funded, 22.2% (2/9) were not funded, and 33.3% (3/9) had no funding statements. Out of the 7 systematic reviews with one or more authors containing COI, 14.2% (1/7) included results favoring the treatment group and 28.6% (2/7) included conclusions favoring the treatment group. Our results showed no significance between funding source and results (p = 0.429) or conclusions. Additionally, we found no significance between the presence of COIs with the favorability of results (p = 0.56) or conclusions. 

Conclusion: Multiple studies favored the treatment of cannabis-containing products, even though COIs were found in the majority of the systematic reviews. COIs have the ability to sway results of a study, which can affect clinical decision-making. Stricter guidelines should be enforced among authors displaying COIs in systematic reviews studying CUD treatment.

Evaluating the relationship between industry sponsorship and conflicts of interest among systematic review authors on treatments for cannabis use disorder

Objective: The impact of social media (SoMe) has been magnified in the COVID-19 era with virtual interviews becoming the new normal. Residency programs that effectively utilize SoMe have the potential to distinguish themselves and improve their resident recruitment. The platforms also give programs an opportunity to connect with applicants they otherwise might have limited ability to reach prior to the interview season. We sought to evaluate the presence of SoMe across diagnostic radiology residency programs and determine how they effectively leveraged these platforms in resident recruitment. 

Methods: A list of diagnostic radiology residency programs within the United States was obtained from the American Medical Association (AMA) FREIDA Residency Database. A subsequent search for the presence of Twitter, Facebook and Instagram was performed for each of these programs. For programs that did not have a dedicated residency SoMe account, the department account was used in lieu if the authors appreciated residency-related content being commonly shared. The authors then tabulated the presence of each radiology residency program on the aforementioned SoMe platforms. Further analysis was then done to determine the year of creation of the account (if available on the platform), the total number of Twitter followers, the total number of Instagram followers, and the total number of Instagram posts. Descriptive statistics with Microsoft Excel was performed to analyze the data.

Results: Based on the analysis, the most utilized SoMe platform by radiology residency programs was Twitter (61.73%), followed by Instagram (47.45%), and then Facebook (37.76%). Given that Twitter was the most utilized, further analysis was done to evaluate the total number of followers and the year of account creation. The results showed that the average program had 1081 ± 1438 followers and the mean year of creation was the year 2017 ± 2.6.

Conclusion: Social media is an effective tool to disseminate information efficiently and effectively to prospective residency candidates. It is important that those involved in graduate medical education stay up to date with current and future trends in social media while simultaneously maintaining an active professional presence on these platforms.

“From Rads to Riches” – How Radiology Effectively Utilizes Social Media in Residency Recruitment

Background: Virtual anatomy modules are convenient for students to complete, but their utility compared to traditional in-person anatomy didactics is unclear. Additionally, the recent demand for remote-learning materials has provided an advantageous opportunity for our institution to develop and assess the efficacy of online modules to teach pre-clerkship anatomy. Our aim was to develop, deploy, and evaluate the utility of Online Radiographic and Cadaveric Anatomy (ORCA) modules for teaching anatomy.

Methods: We created online renal, pulmonary, and cardiovascular anatomy modules that incorporated pictures of cadaveric prosections, 2D models, and radiographic images to teach principles of anatomy for first-year medical students (MS1) at Paul L. Foster School of Medicine. Efficacy of our online modules was assessed through pre- and post-module tests. Additionally, voluntary surveys were administered to students to assess their opinions on this type of learning experience.

Results: Out of 116 students in the MS1 class, 77 completed the renal module, 85 completed the pulmonology module, and 47 completed the cardiovascular module. Pre- and post-module assessments showed that of the 77 MS1s who completed the renal module, 53% scored an 80% or higher on the post-module quiz, and 14% scored a 20% or lower. Additionally, of the 85 students that completed the pulmonary module, the percentage of students who scored 80% or above on the pre- and post-test were 25% and 47%, respectively. Post-unit surveys indicated that 70.2% of MS1s found the modules useful for teaching principles of anatomy, 54.1% feel confident applying their knowledge of anatomy to answer clinical vignettes, and 70.6% wanted similar modules in the future.

Conclusion: The results of this study suggest that ORCA modules may be helpful in teaching anatomy; however, additional studies are needed to assess whether they significantly improve test performance. Furthermore, a majority of MS1s found the modules to be useful for learning principles of anatomy, feel confident applying their knowledge to vignettes, and want similar modules for future anatomy units.

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