Introduction: During the initial surge of the COVID‐19 pandemic, in accordance with AAMC recommendations, all undergraduate medical student learning at the Herbert Wertheim College of Medicine was transitioned to online platforms. We developed a voice‐over interactive presentation for the teaching of pharmacologic treatments used in the American Heart Association (AHA) Advanced Cardiac Life Support (ACLS) algorithms. Methods All fourth‐year students in the Class of 2020 (n=120) viewed the mandatory online presentation and completed the associated 28 item MCQ assessment. The 16‐minute voice‐over presentation was prepared using Microsoft PowerPoint. Content addressed all major AHA ACLS algorithms including approximately six minutes of content specifically addressing pharmacologic interventions. Both the presentation and the assessment were delivered to students though the CanvasMed learning management system. Student satisfaction and feedback were obtained via anonymous post‐session survey administered through the Qualtrics survey tool. Results: All students (n=120) completed the post‐session assessment. Of the 28 items, seven assessed pharmacologic interventions. Overall mean performance on the post‐session assessment was 89.6% (SD 7.5%) and 74.4% (SD 17.4%) on pharmacology‐directed items. 80 out of 120 students (response rate= 66.7%) completed the post‐session survey. On a 5‐point Likert scale (0‐“Not at all” through 4‐“Very”), mean post‐session response to the statement “How satisfied were you with the online lesson?” was found to be 3.27 (SD 0.85), with 47.5% (n=38) selecting “Very” and 37.5% (n=30), selecting “Mostly.” Conclusion: An interactive online platform may be used effectively to teach pharmacologic ACLS interventions to fourth year medical students. This online module may also be used to facilitate more active learning pedagogies when students safely return to the classroom.
Objectives: Sexual and gender minority (SGM) communities experience significant health disparities. Although coverage of health issues specific to these communities has increased in the undergraduate medical curriculum, there is still opportunity for improved teaching about sexual diversity and inclusive care. The goal of this study was to assess students' perceptions of and satisfaction with a half-day workshop focused on sexual history taking and transgender health. Methods:The second-year clinical skills course at the Florida International University Herbert Wertheim College of Medicine includes a sexual history workshop that starts with a 1-hour lecture on sexual history taking. This is followed by a faculty-facilitated small group session during which students interview an SGM patient and debrief about this experience. In 2020, for the first time, the standardized patients were members of the SGM community, and the session was on Zoom. Students completed an optional, anonymous postsession survey assessing the workshop.Results: Students overwhelmingly believed that the integration of SGM standardized patients into the session helped improve their knowledge, attitudes, and skills related to providing care for this population. They noted that the standardized patient interaction and debriefing were the most beneficial parts of the session.Conclusions: Given the positive feedback, future iterations of this session will continue to use the SGM community as standardized patients. In addition, student competency related to SGM patient care will be assessed through observed structured clinical examinations.
Introduction: Between 1999‐2018, almost 450,000 deaths have been attributed to opioid overdose. Co‐prescription of Naloxone with opioids, as well as implementation of Naloxone education and training, may substantially decrease morbidity and mortality related to opioid abuse. Nevertheless, resident physicians report low levels of comfort in prescribing Naloxone and difficulty discussing this topic with patients even when it directly relates to their care. Study Objective & Hypothesis: We designed and implemented a virtual Naloxone training session for fourth‐year medical students to prepare them for encounters with patients suffering from opioid overdose. We hypothesized that students participating in the session would report increased confidence in prescribing and using Naloxone. Methods: All fourth‐year medical students at Florida International University Herbert Wertheim College of Medicine (HWCOM, CO 2021, n=113) were offered participation in a voluntary, virtual Naloxone training session as well as access to a free Naloxone trainer kit. Of the 30 students who agreed to participate, 28 picked up their training kits, and 19 students participated in the session. Prior to the session, students completed a short voluntary pre‐session confidence survey. The session was conducted virtually via Zoom and consisted of an interactive PowerPoint presentation, an instructional video illustrating the use of the Naloxone kit, and an interactive real‐time simulated patient case. Students asked questions throughout and explanations and feedback were provided as necessary. Knowledge acquisition, confidence, and learner satisfaction were assessed through a voluntary post‐session survey. Results: All participants (n=19) completed the pre‐session survey and 94.7% of participants (n=18) completed the post‐session survey. On a 5‐point Likert scale (1‐Strongly Agree through 5‐Strongly Disagree) mean pre‐session confidence in assessing a patient with potential overdose was found to be 3.4 (SD 0.49), mean confidence in the proper delivery of Naloxone was 4.0 (SD 0.94), and mean confidence in the ability to continue management of a patient treated with Naloxone was 3.9 (SD 0.64). Post‐session agreement with the statement, “The workshop increased my ability to recognize, treat, and manage an opioid overdose” was found to be 1.1 (SD 0.29). 63% of participants (n=12) provided additional qualitative feedback. Conclusion: The implemented intervention improved student knowledge and confidence in the assessment and pharmacologic management of patients suffering from opioid overdose.
Discontinuation of the United States Medical Licensing Examination (USMLE)Step 2 Clinical Skills (CS) exam and Comprehensive Osteopathic Medical Licensing Examination (COMLEX) Level 2 Performance Evaluation (2-PE) raised questions about the ability of medical schools to ensure the clinical skills competence of graduating students. In February 2021, representatives from all Florida, United States, allopathic and osteopathic schools initiated a collaboration to address this critically important issue in the evolving landscape of medical education. A 5-point Likert scale survey of all members (n=18/20 individuals representing 10/10 institutions) reveals that initial interest in joining the collaboration was high among both individuals (mean 4.78, SD 0.43) and institutions (mean 4.69, SD 0.48). Most individuals (mean 4.78, SD 0.55) and institutions (mean 4.53, SD 0.72) are highly satisfied with their decision to join. Members most commonly cited a "desire to establish a shared assessment in place of Step 2 CS/2-PE" as their most important reason for joining. Experienced benefits of membership were ranked as the following: 1) Networking, 2) Shared resources for curriculum implementation, 3) Scholarship, and 4) Work towards a shared assessment in place of Step 2 CS/2-PE. Challenges of membership were ranked as the following: 1) Logistics such as scheduling and technology, 2) Agreement on common goals, 3) Total time commitment, and 4) Large group size. Members cited the "administration of a joint assessment pilot" as the highest priority for the coming year. Florida has successfully launched a regional consortium for the assessment of clinical skills competency with high levels of member satisfaction which may serve as a model for future regional consortia.
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