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2020 SGEA Regional Meeting Abstract Compendium

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2020 SGEA Regional Meeting Abstract Compendium 0 Contents Message from the SGEA Chair ....................................................................................................... 2 Message from the 2020 SGEA Conference Host ........................................................................... 3 Special Thank You and Acknowledgements .................................................................................. 4 SGEA Awards ................................................................................................................................. 5 Innovation Abstracts ....................................................................................................................... 6 Research Abstracts ...................................................................................................................... 135 Small Group, Workshop and Panel Discussion Abstracts .......................................................... 247 List of SGEA Steering Committee Members ............................................................................. 324 List of 2020 SGEA Regional Conference Planning Committee Members ................................. 325 2020 SGEA Reviewers ............................................................................................................... 327 1 Message from the SGEA Chair Dear Colleagues, I am so pleased to join with my peer regional GEA chairs and the AAMC medical education team in offering this important compendium of medical education innovation and scholarship. Though our regional meeting did not take place as planned, I remain so grateful to Dr. Erica Brownfield, 2020 SGEA regional conference meeting planning committee chair, and the planning committee members. They had invested countless hours to plan a terrific Atlanta experience. Their effort has not been in vain. They have uplifted and affirmed that the SGEA and its constituents remain committed and passionate about our learners’ continued success and our community’s wellbeing. On behalf of the SGEA steering committee, I thank the AAMC and the medical education team for their tireless efforts to keep us moving forward despite the strong headwinds of the pandemic. I also thank the partnering institutions and their leaders for having graciously offered to host the 2020 SGEA Gathering, Augusta University Medical College of Georgia; Emory University School of Medicine; Mercer University School of Medicine; and Morehouse School of Medicine. I congratulate our colleagues who contributed to this compendium and the recipients of the SGEA’s awards: • 2020 SGEA Career Educator Award: Dr. Beth Nelson, The University of Texas at Austin Dell • Medical School • 2020 SGEA M. Brownell Anderson Award: Dr. Roy Strowd, Wake Forest School of Medicine I invite you to review the important works shared in this compendium. I hope that they will catalyze your ongoing thinking and action to advance our important work together. Very respectfully, John Luk, MD 2 Message from the 2020 SGEA Conference Host Dear Colleagues and Friends, In many ways, it seems so long ago that we were excitedly preparing for the 2020 SGEA meeting in Atlanta. In early March, I remember picking up last minute signage, double-checking with the hotel on final preparations, sending emails to our plenary speakers, making final edits to the conference app, and purchasing fun gifts for our attendees. And then I got the call from the AAMC - they had made the difficult decision to cancel the meeting. I was heartbroken for the presenters and conference planners who had worked so hard on the 2020 meeting. I was especially crushed to deliver the news to Mrs. Tyrese Hinkins Jones, who spearheaded the creation of a new staff track for the SGEA meeting. My world, as many of yours, quickly pivoted from anticipating the 2020 meeting to focusing on the disruptions to medical education, PPE refreshers, patient care needs and Zoom dominating the remote work environment. We all did what we had to do in order to take care of patients, learners, each other and ourselves. While the news was gut- wrenching, it was no comparison to the devastation being caused by the pandemic. While we did not meet for the conference, I am happy that we can share the outstanding medical education innovation and scholarship that was planned. I am also ecstatic that the staff efforts have led to the new SPACE (Staff Professionals Across the Continuum of Education) special interest group. I am truly grateful to the SGEA community, the AAMC, the plenary speakers and to the conference planning members for all of the support and efforts over the last two years. I am honored to have had the opportunity to be the conference chair for the 2020 SGEA meeting. I look forward to seeing everyone in-person (and not on Zoom) hopefully soon! With sincere gratitude, Erica Brownfield, MD, MBA 3 Special Thank You and Acknowledgements Thanks to Dr. Brownfield and her incredible conference planning team! Thanks to our 2020 Regional Conference host institutions! ● Augusta University Medical College of Georgia ● Emory University School of Medicine ● Mercer University School of Medicine ● Morehouse School of Medicine Thanks to the SGEA Steering Committee members and AAMC support team for their incredible efforts and advocacy of our constituents! Acknowledgements ● Outgoing SGEA Steering Committee Members. Thanks for your service! o Nicole Borges, PhD—Chair o Andrea Berry, MPA—SIG Coordinator o Mohammed Khalil, DVM, MSEd, PhD—Newsletter Editor o Peggy Hsieh, PhD, MEd—Member at-Large o Michael Trainer, MD—OSR Representative ● Welcome incoming SGEA Steering Committee Members! o Andrea Berry, MPA—Chair-elect o Karina Clemmons, EdD—UME Section Chair-elect o Greg Turner, EdD, MBA, MPH—CPD Section Chair-elect o Angie Hairrell, PhD—SIG coordinator o Andrew Parsons, MD, MPH—Member at-Large o Carrie Elzie, PhD—Newsletter Editor ● SGEA Member Roadmap, A Member at—Large Project, Tasha Wyatt, PhD, MA: https://www.aamc.org/system/files/2020-03/profdev-affinity-groups-sgea-member- roadmap-030520.pdf 4 SGEA Awards ● SGEA Career Educator Award: Elizabeth A. Nelson, MD from The University of Texas at Austin Dell Medical School ● SGEA M. Brownell Anderson Award: Roy Strowd, III, MD, MEd, MS from Wake Forest School of Medicine 5 Innovation Abstracts 6 A Case for Humanism in Undergraduate Medical Education using Community Engagement and Reflective Writing. Submission Type: Innovations Abstract Accepted as: Oral Abstract Presentation Authors: Antonio Graham, Emory University School of Medicine Maura George, Emory University School of Medicine Ameeta Kalokhe, Emory University School of Medicine Bisan Salhi, Emory University School of Medicine Lavonne Ortega, Emory University School of Medicine Mary Jo Lechowicz, Emory University School of Medicine Abstract Body: Objective or purpose of innovation: Emory School of Medicine identified a gap in service-based learning in the curriculum. A needs assessment among medical students identified the need for a curriculum to promote understanding and sensitivity around culture, age, physical and socio-economic disadvantage. Background and/or theoretical framework and importance to the field: The resulting innovative curriculum, which has now formed the basis of a year-long School of Medicine course, fosters this understanding through team-based learning and community-based participation. Design: Instructional methods and materials used: The course begins with students choosing a partner community-based organization that works with elderly, impoverished and/or disabled communities. Thereafter, students spend four months placed at the site learning about the organization’s purpose, activities, and challenges and community strengths and needs. The student teams’ partner with the community-based organization to develop a simple intervention to meet a specific need. Throughout the process, students are asked to formally reflect about how they assessed and incorporated community needs and preferences into the intervention (from conceptualization to implementation to evaluation). The periodic reflections enable evaluation of student progress and changes in attitudes toward the vulnerable communities and the issues the communities face. Outcomes: Based on student reflections and course evaluations, the theme of shared humanity has been recurrent. Next steps are to analyze and or identify trends in reflective writing over the year by comparing the change in attitudes in regards to (bias and empathy) as the 18 month community experience evolves. Feasibility and transferability for adoption: As the curriculum was only initiated in recent years, the longitudinal impact has yet to be realized. However, the course is highly accepted among students and faculty, and the final poster 7 reflection exercise demonstrates the short-term efficacy of the curriculum in changing attitudes, beliefs, and approach to vulnerable communities and patient care. References: 1.Thompson, B.M.; Teal, C.R.; Rogers, J.C.; Paterniti, D.A.; Haidet, P. Ideals, activities, dissonance, and processing: A conceptual model to guide educators’ efforts to stimulate student reflection. Acad. Med. 2010, 85, 902–908. 2. Van Winkle, L.J.; Burdick, P.; Bjork, B.C.; Chandar, N.; Green, J.M.; Lynch, S.M.; La Salle, S.; Viselli, S.M.; Robson, C. Critical thinking and reflection on community service for a medical biochemistry course raise students’ empathy, patient-centered orientation, and examination scores. Med. Sci. Educ. 2014, 24,
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