Winners of the Wayne State University School of Medicine’s fourth annual Medical Education Research and Innovation Conference have been announced.
The conference, conducted virtually Dec. 6, showcased completed and in-progress medical education research and innovation projects conducted by students, residents, staff and faculty.
This year’s guest speakers were Katherine Chang Chretien, M.D., associate dean for Medical Student Affairs and professor of Medicine at the Johns Hopkins University School of Medicine, and Monica Lypson, M.D., M.H.P.E., vice dean for Education at the Columbia University Vagelos College of Physician and Surgeons and Rolf H. Scholdager Professor of Medicine at the Columbia University Irving Medical Center.
Posters and oral presentations were judged in the following categories:
Medical Education Research - Research related to the learning process that occurs within a medical education setting. Topics include, but are not limited to, learner characteristics, optimizing the learning process, assessment and evaluation, professional development, instruction design, technology in the learning environment and well-being. Medical education research can also include quality improvement projects.
Medical Education Innovation - Innovative curricula that address a current issue within medical education. The innovation is based on learning principles and is designed to meet a specific need, such as health and wellness, quality improvement, patient safety, interprofessional education and service learning.
Winners included:
Best-in-Class: Oral Presentations
Category: The Learning Environment
“Communication Issues Within the Class of 2024 and 2025: Due to Administrative Action, COVID Causes, or Just the Sophomore Slump?,” Joseph Files, Cullen Hudson, Cedric Mutebi, Sara Kazyak, Jonah Yousif and Benjamin Sliwinski
Category: Curriculum/Medical Training
“Not All Fun and Games: Gamification of Child Abuse Medical Education,” Dena Nazer, M.D.
Category: Students’ Health and Well-being
“Fertility and Family Planning: The Changing Concerns and Perspectives of Physician Trainees,” Sabrina Montemayor; Michelle Coughlin, M.D.; Heather Dolman, M.D.; Guillermina Nava, M.D.; and Samantha Tarras, M.D.
Category: STEP 1
“Step 1 Pass/Fail: The Impact on WSUSOM and an Opportunity for Change,” Shatha Wahbi, Haneen Ali, Emily Fisher, Alexis Nguyen, Daniel Bota, Gowri Chandrashekar, Maha Ahmed and Eva Waineo, M.D.
Category: Community Health and Well-being
“On Call: An Innovative Solution to Reduce Language Barriers in Detroit Free Clinics,” Kayvon Sanjasaz and Joseph Cavataio
Professional Development/Mentoring
“The Formation of an Independent Medical Student Admissions Interviewer Committee,” Iyanna Peppers, Sean McCarthy, Kevin Sprague, M.D., and Abhinav Krishnan, M.S., Ph.D.
Best-in-Class: Innovation Posters – Works in Progress
“Walk with a Doc: Linking Mentorship with Self-Care,” Allison Boland, Rachel Puentes, Emma Streveler and Eva Waineo, M.D.
“Closing the Loop: Implementing an Annual Survey to Gauge Student Feedback,” Riya Shah, Cullen Hudson, Jenna Carter, Matthew Brennan and Jason Booza, Ph.D.
Best-in-Class: Innovation Posters – Completed Works
“Equity Across Religious Identity: Assessing Student Attitudes and Experiences with the Current WSUSOM Religious Holiday Policy,” Sarah Battiston and Emily Otiso
“Evaluating Implementation of Recognition-based Incentive Program during Service Learning Curriculum,” Alexis Malecki
Best-in-Class: Research Posters – Works in Progress
“Impact of Conducting Student-led Developmental Disability Educational Programs in a Virtual Versus an In-person Setting,” Ahmad Chouman
“A Standardized Patient Model to Reduce Weight Bias in First-Year Medical Students,” Julia Chase
Best-in-Class: Research Posters – Completed Works
“Improvement of First Aid Knowledge and Skills Confidence in First-Year Medical Students,” Brandon Holland, Alejandro Ponce, Andrew Kirmse, Shobi Mathew, Alyssa Dsouza, Alex Wind, Rooshan Arshad, Josh Kirschner and Kristiana Kaufmann, M.D.
“Flipgrid Improves Student Examination Performance in a Large-Enrollment Introductory Human Physiology Course,” Anthony Mrock, Haley Guffey and Marty Spranger, Ph.D.