Kern Institute

By Pinky Jha, MD; Sanjay Bhandari, MD; Brian Hillgeman, MD; Patrick Foy, MD; Hari Paudel, MD; Mario Scarpinato; Kevin Schlidt

We propose developing a longitudinal curriculum to help M3 and M4 develop empathy skills during their M3 inpatient clerkship and M4 ambulatory medicine rotation, respectively. We will use multiple modalities of teaching including real time patient feedback, short app-based secure tweets, and group-based didactics, all aimed on addressing barriers. Students will be asked to tweet short narratives via a secure app to reflect upon their patient interactions, and we will survey students with regards to the efficacy of direct patient feedback, workshop and narrative tweets, and their overall perceptions of empathy.

By Michael Nordness, Med Student; Nathan Fleming, MD, MPH; Audrey Burghardt, MSCP, CSW; PI: Theresa Maatman, MD, FACP; Joanne Bernstein, MD; Bob Waite

We propose the development of an app-based SDOH education tool that instructs learners on how to screen for and address health-related social needs to address this SDOH knowledge gap. Using the proposed app before seeing each patient, students would enter each patients zip code, which would generate a list of SDOH indicators for the patients community. Students would additionally be able to click on the individual SDOH indicators for a brief educational summary of each indicators influence on health outcomes. They would also have access to both SDOH-based interview questions and the contact information for 2-1-1, a nationwide non-profit that connects people with community resources, to help address each patients SDOH needs.

By James McCarthy, MD; Kelsey Porada, MA

We propose developing a mobile app to assess the impact of mobile learning on students in the third year pediatric clerkship. For over a year we have been producing a podcast, titled Peds Soup, that focuses on evidence-based review of core topics in pediatrics. In this project, we plan to develop a mobile app as a supplement to the podcast. The app would include pre- and post-test questions for students to track their knowledge gain after listening to podcast episodes, links to relevant articles for further reading, and a progress report where learners can compare their scores against the overall average and identify their own strengths and weaknesses.

By John Hayes, DO; Jessica Hayes, MS4; Shena Johnson, PsyD

We propose the creation of difficult conversations OSCEs to be used as a formative tool, facilitating debriefing that will coach students on handling these challenging scenarios. We will use simulated patient conversations, teaching students how to master these encounters before they must do it in real life. Students will leave these sessions better able to identify pitfalls in patient communication before they effect patient care.

By Amy Prunuske, PhD; Jacob Prunuske, MD, MSPH; Carolyn Nash, MD; Eric Giordano, PhD; and Haley Pysick, Med Student

We propose the development of a tool to assess the competency of students with respect to community engagement. We will work with community partners to identify student-level competencies for effective community partnerships, with an emphasis on the character aspects of trust and teamwork, and nurturing caring relationships. Once those competencies are identified, we will refine with students, faculty, and community partners to optimize language, relevance, and consistency of conceptual understanding. We will then seek to develop an app that will allow real-time feedback from community members regarding student progression and attainment of competencies in community engagement.

By John Astle, MD, PhD; Paul Guillod, MD (Massachusetts General Hospital); Alexandra Harrington, MD; Maria Hintzke, MD; Steven Kroft, MD; Vasiliki Levantaki, MD; and Molly Young

We propose developing an interactive informational resource that will help rotating pathology residents access hematopathology information in a way that follows the diagnostic thought process. This project aims to provide a proof of concept for a resource that will ultimately be useful for learning and reviewing nearly any area of diagnostic medicine. While initially useful primarily to physicians-in-training who are learning the diagnostic thought process, this resource has the potential to provide practical learning and review for even the most seasoned physicians, particularly by reminding them of rare diseases to consider, notifying them of novel laboratory tests that have become available, and aiding in interpretation of atypical findings.

By Michael Nagy, PharmD; Kajua Lor, PharmD; Meaghan Hayes, MEd; Kenneth Lee, MD; Sean Blaeser, Pharm Student; Megan Grochowski, Pharm Student; Isabelle Sviatloslavsky, Pharm Student; Taylor Williams, Med Student

We propose to develop and implement an interprofessional elective course between the medical and pharmacy schools that trains and evaluates students on providing competent care for veteran and military members. The main focus is on the culture and communication surrounding this unique population.

By Valerie Carlberg, MD; Stephen Humphrey, MD; Alexandria Bear, MD

We propose to develop a collaborative curriculum titled "The Art of Observation" between the Medical College of Wisconsin and the Milwaukee Art Museum to improve visual literacy, diagnostic accuracy, communication, self-reflection, tolerance for ambiguity, and build empathy. By sharing observations aloud, students will build confidence and communication skills, as well as improved observation skills leading to increased competence in diagnostic reasoning. Through listening and paraphrasing others observations, students will develop an appreciation for diverse perspectives and increased tolerance for situations without a clear answer.

By Sonali Srivastava, Med Student; Srisha Kotlo, Med Student; Alonzo Walker, MD; Kurt Pfeifer, MD; PI: Malika Siker, MD

We propose to address the challenge many URM medical students face in finding mentors from diverse backgrounds and specialties to obtain invaluable career advice and encouragement as they begin to define their medical interests. This program will facilitate mentorship relationships between first/second year medical students and clinical faculty through regular, casual lunches over diverse cuisines. This program will pair mentors with students to provide career guidance, serve as role models, and help provide implicit knowledge of how to navigate the medical profession, as well as imparting emotional support and encouragement.

By Courtney Barry, PsyD, MS; Rachel Piszczor, PsyD; Constance Gundacker, MD, MPH; Jonathan Perle, PhD, ABPP; Carly Wallace, MA; Jineane Shibuya; Mai'ana Feuerborn; Michelle Leininger

This project, which is a collaboration between the Medical College of Wisconsin and Midwestern University-Downers Grove, aims to improve trauma-informed care knowledge and skills. This unique partnership, between MD and DO programs, will foster interdisciplinary collaboration between physicians, psychologists, medical and psychology students. The training will address topics on ACEs and trauma, the physiologic response of trauma, the presentation of trauma in a medical patient, and finally, tools that providers can utilize during an encounter. The goal is to develop competent and caring future healthcare providers, who understand the impact of trauma on health outcomes.