role in providing care, the effectiveness and limitations of medical care, and personal vulnerability to infection and asymptomatic disease spread. These challenges can shape medical students' professional identity formation (PIF), defined as how learners come to 'think, act, and feel like a physician.' 1 Medical students develop their identities as emerging professionals through training, and a crisis such as a pandemic alters, impedes or accelerates this process. A crisis catalyses transformative learning by serving as a disorienting dilemma, and educators can harness this opportunity for growth. | WHAT WA S TRIED?A longitudinal integrated PIF curriculum drawing on the work of Cruess et al. 1 is included in the University of California San Francisco School of Medicine curriculum. The regular 4-year curriculum contains eight separate interspersed weeks of 'Assessment, Reflection, Coaching, and Health' (ARCH). These full-time learning experiences highlight factors that influence socialisation into medicine -the crux of PIF. With the health system and clinical learning environment rapidly changing in response to COVID-19, classroom curricula transitioning to online platforms,and increased isolation due to social distancing, we revamped PIF content to address these disruptions.

Hematopoietic tyrosine phosphatase (HePTP) is one of three members of the kinase interaction motif (KIM)-phosphatase family which also includes STEP and PCPTP1. The KIM-PTPs are characterized by a 15 residue sequence, the KIM, which confers specific high affinity binding to their only known substrates, the MAP kinases Erk and p38, an interaction which is critical for their ability to regulate processes such as T cell differentiation (HePTP) and neuronal signaling (STEP). The KIM-PTPs are also characterized by a unique set of residues in their PTP substrate binding loops, where four of the thirteen residues are differentially conserved among the KIMPTPs as compared to more than 30 other class I PTPs. One of these residues, T106 in HePTP and the KIM-PTPs, is either an aspartate or asparagine in nearly every other PTP. Using multiple techniques, we investigate the role of these KIM-PTP specific residues in order to elucidate the molecular basis of substrate recognition by HePTP. First, we used NMR spectroscopy to show that Erk2 derived peptides interact specifically with HePTP at the active site. Next, to reveal the molecular details of this interaction, we solved the high-resolution 3-dimensional structures of two distinct HePTP:Erk2 peptide complexes. Strikingly, we were only able to obtain crystals of these transient complexes using a KIM-PTP specific substrate trapping mutant, in which the KIM-PTP specific residue T106 was mutated to an aspartic acid (T106D). The introduced aspartate sidechain facilitates the coordination of the bound peptides thereby stabilizing the active dephosphorylation complex. These structures establish the essential role of HePTP T106 in restricting HePTP specificity to only those substrates which are able to interact with KIM-PTPs via the KIM (e.g. Erk2, p38). Finally, we describe how this interaction of the KIM is sufficient for overcoming the otherwise weak interaction at the active site of KIM-PTPs. † CD and ITC measurements carried out at Brown University in the RI NSF/EPSCoR Proteomics Facility funded by the National Science Foundation, grant number 0554548. NMR data recorded at Brandeis University on the Bruker AVANCE II 800 MHz spectrometer funded by the National Institute of Health, grant number S10-RR017269. Crystallographic data was collected at the X6A beam line, funded by the National Institute of General Medical Sciences, under agreement GM-0080. The National Synchrotron Light Source, Brookhaven National Laboratory is supported by the U.S. Department of Energy under contract number DE-AC02-98CH10886. W.P. is the Manning Assistant Professor for Medical Science at Brown University. This work was supported by an American Cancer Society Research Scholar Grant (RSG-08-067-01-LIB) and a National Institute of Health RI-INBRE pilot grant (NIH P20 RR16457) to R.P. Atomic coordinates for HePTP:peptide complexes determined using X-ray crystallography have been deposited with the Protein Data Bank as entries 3D42 and 3D44. * To whom correspondence should be addressed: phone: 4...

Background Despite its long-established importance, diagnostic reasoning (DR) education has suffered uneven implementation in medical education. The Clinical Problem Solvers (CPSolvers) podcast has emerged as a novel strategy to help teach DR through case conferences with expert diagnosticians and trainees. CPSolvers has 25,000 listeners in 147 countries. The aim of this study was to evaluate the podcast by eliciting the developers’ goals of the podcast, then determining to what extent they aligned with the listeners’ actual usage habits, features they valued, and perceptions of the podcast. Methods We conducted semi-structured interviews with 3 developers and 8 listeners from April–May 2020, followed by qualitative thematic analysis. Results Three major developer goals with sub-goals resulted: To teach diagnostic reasoning in a case-based format by (1a) teaching schemas, (1b) modeling expert diagnostic reasoning, (1c) teaching clinical knowledge, and (1d) teaching diagnostic reasoning terminology. To change the culture of medicine by (2a) promoting diversity, (2b) modeling humility and promoting psychological safety, and (2c) creating a fun, casual way to learn. To democratize the teaching of diagnostic reasoning by leveraging technology. Listeners’ usage habits, valued features, and perceptions overall strongly aligned with all these aspects, except for (1c) clinical knowledge, and (1d) diagnostic reasoning terminology. Listeners identified (1a) schemas, and (2c) promotion of psychological safety as the most valuable features of the podcast. Conclusion CPSolvers has been perceived as a highly effective and novel way to disseminate DR education in the form of case conferences, serving as an alternative to traditional in-person case conferences suspended during COVID-19. CPSolvers combines many known benefits of in-person case conferences with a compassionate and entertaining teaching style, plus advantages of the podcasting medium — democratizing morning report for listeners around the world.