Friday, November 22nd
All times are Eastern Time Zone (New York City)
8:30 – 9:00 a.m. Networking
9:00 – 10:00 a.m. Preconference Workshops
Yes, No, Maybe? Establishing Boundaries between Educators and Adult Learners (#65)
Preconference 1 Workshop – Education
Facilitator - Vijay Rajput
The workshop highlights the importance of establishing clear boundaries between educators and adult learners. It will cover strategies to maintain professionalism and respect, enhancing the effectiveness of educational interactions.
Arindam Sarkar, MD, FAAFP, Director of Medical Student Education, Family & Community Medicine, Baylor College of Medicine
Aimee Langley, DNP, CRNA, Associate Program Director of DNP Nurse Anesthesia Program, Baylor College of Medicine
Megan Bullerwell, DNP, CRNA, Associate Program Director of DNP Nurse Anesthesia Program, Baylor College of Medicine
Crafting Your Career Path: A Journey to Professional Self-Determination (#69)
Preconference Workshop 2 – Education
Facilitator – Beverly Delidow
The overall goal of this session is to offer healthcare professionals from diverse disciplinary backgrounds the opportunity to engage in reflection and discourse around professional self-determination through the lens of self-determination theory.
Sarah-Ann Keyes, EdD, PA-C, Assistant Professor, Baylor College of Medicine
Valerie DeGregorio, PA-C, Assistant Professor - PA Program, Baylor College of Medicine, School of Health Professions
10:00 – 10:30 a.m. Welcome & Warmup
Elizabeth Kachur, PhD, FAMEE, Director, Medical Education Development, Global Consulting, APHC Conference Program Co-chair
Mary E. Kollmer Horton, MPH, MA, PhD, Director, Medical Student Research Office, Assistant Professor and Health Education Fellow Office of Educational Programs, Associate Faculty, McGovern Center for Humanities and Ethics, UTHealth Houston McGovern Medical School, APHC Conference Program Co-chair
Amal Khidir, MBBS, Associate Professor of Pediatrics, Weill Cornell Medicine Qatar, APHC Conference Program Co-chair
Michelle Schmude, EdD, Vice Provost for Enrollment Management and Associate Professor of Medical Education Geisinger College of Health Sciences | APHC President
10:30 a.m. – 11:30 a.m. Concurrent - 1
1.1 The CARE-AI Study: Creating Accountable and Responsive Ethics for Artificial Intelligence in Healthcare (#57)
Panel 1 - Education, Clinical Care, Bioethics, Public Health
Facilitator – Erika Abner
This panel will update professionalism guidelines to tackle the ethical, privacy, and bias challenges of AI in healthcare. Through discussions and writing, we'll advance responsible, equitable practices. The outcome: a new framework for ethical AI us.
Jerry Maniate, MD, MEd, EMBA, FRCPC, FACP, CCPE, CPC(HC), Associate Professor & Vice Chair of Member Support, Executive Director of EqHS Lab, University of Ottawa, Department of Medicine
Lyn Sonnenberg, MD, MEd, MSc, EMBA, FRCPC (Peds, Dev Peds), Neurodevelopmental Pediatrician, University of Alberta, Glenrose Rehabilitation Hospital
Janet Corral, PhD, Associate Dean of Medical Education, Professor of Medicine, University of Nevada, School of Medicine
Bizav Jaffer
1.2 Talking about Death: Navigating Conversations on Death in Human and Veterinary Medicine (#60)
Problem Solving 1 – Education, Clinical Care, Bioethics
Facilitator – Abbey Bachmann
We will discuss the factors that impact how we approach the topics of death and dying differently. We will also explore how we can better connect with our patients, families and clients in these sensitive and sometimes confusing conversations.
Lauren Fine, MD, Associate Professor Medical Education, Director of Clinical Skills, Nova Southeastern University
Amy Nichelason , DVM, DABVP, Clinical Assistant Professor, School of Veterinary Medicine, University of Wisconsin-Madison
Margene Anderson, MS, EdS, EdD, Faculty Development and Educational Advancement, University of Wisconsin - Madison
Calico Schmidt, DVM, Assistant teaching professor, School of Veterinary Medicine, University of Wisconsin-Madison
1.3 What's Not Said: The Art of Observing Nonverbal Cues to Enhance Professionalism in Healthcare (#68)
Workshop 1 – Education, Clinical Care
Facilitator – Mohamud Verjee
This workshop teaches how to sharpen observational skills to better recognize and interpret nonverbal cues. Using techniques derived from theater, participants will learn how to beneath the surface of patient and colleague interactions.
Ann Blair Kennedy, DrPH, Associate Professor, University of South Carolina, SOM Greenville
Haley Wymbs, Medical Student (M3), 3rd year Medical Student, University of South Carolina, SOM Greenville
1.4 Ethics, Teamwork, and Communication
Orals 1
Chair - Vijay Rajput
1.4 a Enhancing Professionalism in Healthcare: Addressing Ethical Challenges of Family Interpretation for Patients with NELP (#4)
Orals 1 - Clinical Care, Bioethics
We examine the challenges of using family interpreters for patients with non-English language preferences, demonstrating the benefits of professional interpreters to ensure accurate, culturally sensitive communication and to uphold professionalism.
Lindsay Beaman, BS (Hons), Post-Bacc Research Assistant, Mayo Clinic
Amelia Barwise, MB, BCh, BAO, PhD, Assistant Professor of Medicine and a Research Associate in Pulmonary and Critical Care Medicine, Mayo Clinic
1.4 b Bridging Clinicians and IT: A Case Study in Effective Teamwork (#22)
Orals 1 - Clinical Care
This presentation will discuss Mayo Clinic’s approach to selecting a new clinical image viewer. Strategies will be shared for improving multi-disciplinary projects through balanced governance, stakeholder engagement, and active decision-making.
Carol Berteotti, MA, Senior Communications Specialist, Mayo Clinic
Allison Latham, MBA, PMP, CSM , Program Manager, Enterprise Clinical Imaging, Mayo Clinic
Adnan Mustafa, PMP, CSM, IT Sr. Project Manager, Information Technology, Mayo Clinic
Matthew Vogl, M.B.A., Health Systems Engineer, Strategy Department, Mayo Clinic
1.4 c Institutional Goals of Care initiative to Collectively Lead to Better Patient Care - Communication Is Key (#12)
Orals 1 – Education
Training in early Goals of Care Conversations in patients with advanced stages of cancer has shown to improve overall survival, better quality of life. This presentation will share an institutionally supported approach.
Nico Nortje, PhD, Assoc Professor, Univ of Texas, MD Anderson Cancer Center
1.4 d Interprofessional Communication Training for Complex Ethics Issues (#19)
Orals 1 – Education, Bioethics
Our team developed a collaborative healthcare ethics education intervention for medical and nursing students. Students engaged in a virtual simulation to practice
Jennifer Bartlett, PhD, RN-BC, CNE, CHSE, Associate Professor of Nursing, Georgia Baptist College of Nursing at Mercer University
1.5 Support and Development of Professionalism
Orals 2
Chair – Beverly Delidow
1.5 a Reframing an Early Intervention Program on Professionalism: Lessons Learned (#11)
Orals 2 – Education
We present a comparative evaluation of an early intervention program reframed as coaching for professionalism. Quantitative and qualitative analyses fostered reflection on effectiveness and on cross-cultural issues associated with professionalism.
Marconi Monteiro, EdD, Senior Medical Educator, The University of Texas Medical Branch-Galveston
Jeffrey Susman, MD, Senior Associate Dean for Educational Performance, The University of Texas Medical Branch-Galveston
Karen Szauter, MD, Assistant Dean, Educational Affairs, The University of Texas Medical Branch-Galveston
1.5 b Instructional Moments for Clinical Year Physician Assistant Students (#15)
Orals 2 – Education
Clinical year Physician Assistant students are exposed to numerous professionalism learning opportunities and challenges during their Clinical rotations. These experiences offer essential instructional moments to develop and grow as future providers.
Julie Hebert, OTD, OTR, Associate Professor/Chair of IPE, West Coast University, Texas
1.5 c Enhancing Professionalism in Medical Education: Addressing the Gaps and Redefining Approaches (#17)
Orals 2 – Education
This presentation will provide an overview of findings from a mixed methods study of factors of professionalism to inform curriculum development and structured remediation in medical education.
Joann Quinn, PhD, Director, SELECT Competency Assessment, University of South Florida Morsani College of Medicine
Amy Smith, PhD , Lehigh Valley Health Network
Kira Zwygart, MD, Vice Chair for Education, Dept of Family Medicine, University of South Florida Morsani College of Medicine
1.5 d Professionalism: A Longitudinal, Educational Approach to Addressing Professionalism in Undergraduate Medical Education (#29)
Orals 2 – Education
This abstract focuses on the adjudication of alleged professional conduct violations of medical students. MU-WCOM engaged in the evaluation of policy, committee structure, and the education of students with respect to professional expectations.
Clint Whitson, EdD, Assistant Dean of Student Affairs, MU-WCOM
Elizabeth Petsche, JD, Assistant General Counsel, MU-WCOM
1.6 Promoting Professionalism through Technology
Poster 1
Chair – Michelle Schmude
1.6 a Empowering Youth and Medical Students: The 'Big Brothers Big Sisters McGovern' Model (#39)
Poster 1 – Education
We launched a program pairing medical students with underserved high schoolers for virtual mentorship. This flexible, impactful program helps students develop skills and supports the community, potentially inspiring similar models nationwide.
Erika McCauley, BSA, Medical student, McGovern Medical School
Anjali Devireddy, BS, Medical Student, McGovern Medical School
1.6 b How Slack Services Can Transform a Medical Student Run Free Clinic (#49) WITHDRAWN
Poster 1 – Clinical Care
Medical student run free clinics serve important dual roles in the community, serving patients and students alike. However, these clinics are often hindered by the workload and leadership turnover of medical students- slack services can help!
Victoria Kelley, Medical Student, Wayne State University School of Medicine
1.6 c Electrocardiogram Reading Accuracy of ChatGPT (#45)
Poster 1 – Clinical Care
Current data suggests that the ECG-based diagnostic ability of GPT-4 may be beneficial only when options are provided. Improvement in the interpretation of complex ECGs is necessary to use GPT-4 reliably as a tool for clinical decision-making.
Trisha Sindhu, BA, 4th year Medical Student, Robert Wood Johnson Medical School
Kaustav Chattopadhyay, BS, 3rd year Medical Student, Robert Wood Johnson Medical School
Ryan Kanungo, Undergraduate Student
Ranjita Sengupta, MD, FACC, FASNC, FASE, RPVI, Assistant Professor Medicine/Cardiology, Robert Wook Johnson Medical School
Kusum Punjabi, MD, Associate Professor, Rutgers Robert Wood Johnson Medical School
1.6 d eHealth Literacy and Technology-Driven Health Behaviors amongst Racial Minoritized Women with HIV: Preliminary Findings (#47)
Poster 1 – Public Health
Electronic Health literacy, Technology Utilization, Confidence and Technology-Driven Health Behaviors amongst Racial/Ethnic Minoritized Women with HIV: Preliminary Findings
Isabelle Akinyemiju, MD/MPH student, University of Miami Miller School of Medicine
Lunthita Duthely, EdD, MSCTI, MS, Research Associate Professor, University of Miami, Department of Obstetrics, Gynecology and Reproductive Sciences
1.6 e The EHR's Next Chapter: How Emerging Technologies Can Revive Patient-Clinician Communication (#50)
Poster 1 – Clinical Care
The EHR is a cornerstone of modern medicine, but when physicians prioritize charts over patients, the quality of communication and care is compromised. We explore the dynamic and emerging AI solutions that may help to restore this balance.
Ali Rahman, BS, Medical student, Ohio State University College of Medicine
Marissa Dulas, BS
Maria Alkureishi, MD, Associate Professor, Department of Pediatrics, University of Chicago
11:30 a.m. – 11:40 a.m. Break/Networking
11:40 a.m. – 12:50 p.m. Keynote
How Do Communication and Professionalism Fit Together?
Marcy Rosenbaum, PhD, is Professor of Family Medicine and Faculty Development Consultant for the Office of Consultation and Research in Medical Education at the University of Iowa Carver College of Medicine. She has been actively involved in teaching, curriculum development and conducting research on clinician-patient communication and health professions education for more than 30 years. She oversees communication skills training for students, residents and practicing health care providers at the University of Iowa Hospitals and Clinics. She also has spent her career conducting research and directing programs focused on enhancing health professional faculty teaching skills in classroom and clinical settings. She has published extensively and facilitated train the trainers’ courses throughout the world. She is a former president of EACH: International Association for Communication in Healthcare and past founder and Chair of tEACH, the teaching committee of EACH.
In this interactive keynote presentation, we will explore the centrality of effective communication to professionalism in health professions education, identity formation and practice. In addition to examining the role of communication in addressing the needs of patients, healthcare learners, practitioners and the greater society, questions of how best to address these issues through person-centered education and research, and ongoing challenges and obstacles will be considered.
12:50 p.m. – 1:00 p.m. Break/Networking
1:00 p.m. – 2:00 p.m. Concurrent – 2
2.1 White Coats & Wise Words: SKMC's Peer-Led Professional Conduct Committee (#56)
Panel 2 – Education
Facilitator - Amy Smith
The Professional Conduct Committee (PCC) at Sidney Kimmel Medical College (SKMC) of Thomas Jefferson University is a student-led initiative enhancing medical professionalism through a confidential platform for examining conflict and providing advice.
Elizabeth Habash, BS, Medical Student, Sidney Kimmel Medical College
Fatimah Alhassan, BS, Medical Student, Sidney Kimmel Medical College
Bahram Pashaee, MPH, BS, Medical Student, Sidney Kimmel Medical College
Chenab Khakh, BS, Medical Student, Sidney Kimmel Medical College
Shelby Worsham, BA, Medical student, Sidney Kimmel Medical College
2.2 Enhancing Professionalism and Mitigating Weight Stigma Through Effective Communication (#64)
Problem Solving 2 – Education, Clinical Care, Bioethics
Facilitator – Abbey Bachmann
Explore the impact of verbal and non-verbal communication related to weight in medical education. Engage in activities to address bias, foster professional identity formation, and improve health and wellness for students, faculty, and patients.
Kearney Gunsalus, PhD, Assistant Professor of Biochemistry & Molecular Biology, Augusta University/University of Georgia Medical Partnership
Jana Simmons, PhD, Associate Professor of Biochemistry & Molecular Biology, Michigan State University College of Human Medicine
Leah Jesse, MD, Staff Psychiatrist, Vanderbilt University
Ellen House, MD, Clinical Associate Professor of Psychiatry, Augusta University/University of Georgia Medical Partnership
2.3 Using Effective Communication to Develop Physician Leaders (#67)
Workshop 2– Education
Facilitator – Chris Rodriguez
This problem-solving session will introduce the audience to practical leadership concepts and the interaction between effective communication, emotional intelligence (EQ), leadership, and patient care. Attendees will participate in an active learning
Michelle Schmude, EdD, Vice Provost for Enrollment Management and Associate Professor of Medical Education Geisinger College of Health Sciences
Rose Barham, MD, Physician and faculty member, Geisinger College of Health Sciences
Ian McCoog, EdD, Faculty member, Geisinger College of Health Sciences
Halle Ellison, MD, Faculty member and Director Physician and APP Wellbeing, Geisinger College of Health Sciences
Tanja Adonizio, MD, MHPE, Associate Dean for Student Affairs, Geisinger Commonwealth School of Medicine
2.4 Addressing Values and Cross-Cultural Issues in Health Care
Orals 3
Chair – Marconi Monteiro
2.4 a Cooking Across Cultures: Improving patient-provider communication by delivering culturally sensitive care (#9)
Orals 3 – Education, Clinical Care, Public Health
We assessed the effectiveness of a series of free cooking classes for Haitian patients at Cambridge Health Alliance, conducted in Haitian Creole. Our results show the benefits of a culturally sensitive approach in communicating and building trust.
Mehr Grewal, student, Founder, Director, Worth A Shot
Kailey Witherell, BA, student, Tufts University
Jean-Alix Simeon, Executive Director, Founder, Executive Director, UDH Health Coach, Inc.
2.4 b Strategies to Improve Cultural Issues in Healthcare Organizations (#25)
Orals 3 – Clinical Care
This paper explores how negative healthcare cultures erode professionalism and hinder healthcare delivery. It also highlights how targeted cultural interventions can restore professionalism, improving patient care and organizational success.
Alexis Kralovich, Medical Student (BS), Medical Student, Wayne State University School of Medicine
Simran Qureshi, Medical Student (BS), Medical Student, Wayne State University School of Medicine
Raghav Rajesh, Medical Student, Medical Student, Wayne State University School of Medicine
2.4 c Tapping (Bi-Directional) Humility to Improve Bi-Directional Communication and Bi-Directional Learning in GME (#27)
Orals 3– Education, Clinical Care, Bioethics
Strategies to foster bi-directional humility in feedback between medical residents and faculty, such as embracing vulnerability, active listening, and acknowledging limitations to enhance professional growth, communication, and patient care outcomes
Barret Michalec, PhD, Associate Professor, Director, CAIPER, Arizona State University
Fred Hafferty, PhD, AGCME
2.4d Unpacking Visual Professionalism: Minority Perspectives on NegotiatingDdress, Hair, and Body Type In the Clinic (#30)
Orals 3– Education, Clinical Care
This qualitative study compares the perspectives of minority preclinical medical students and attending physicians to better understand the role the visual body (eg. dress, body habitus, hair) in negotiating professionalism in the clinic.
Ankita Reddy,BS; MD/PhD Student, MD/PhD Anthropology Candidate, Year 5, University of Pennsylvania Perelman School of Medicine
2.5 Addressing Values and Cross-Cultural Issues in Health Care
Orals 4
Chair – Jill Konkin
2.5 a How Are You Using AI?' Results From a HPSA/SDN Survey (#3)
Orals 4 – Education
How are future health professionals using AI tools? A short HPSA/SDN survey provides insights into student use of AI in the classroom, workplace, and the application process.
Emil Chuck, PhD, Director of Advising Services, Health Professional Student Association
2.5 b Professionalism in the Age of AI (#8)
Orals 4– Bioethics
AI promises many things. AI promises, for example, enhancing productivity and efficiency. However, growing in professionalism should not be left to AI. This presentation will discuss how to cultivate professionalism in the age of AI.
Luke Bobo, PhD, MDiv, MSc, BSc, Director/Assistant Professor of Bioethics, Kansas City University
2.5c Character Education for Students in AI Ethics Courses: A Non-Western Approach (#10)
Orals 4 – Education
This presentation aims to explore a theoretical framework in Islamic virtue ethics/epistemology that provides measurable ways for character development for students without substantial backgrounds in humanities/social sciences in AI Ethics courses.
Shadi Heidarifar, PhD, Assistant Professor in Bioethics, Roseman University of Health Sciences
2.5 d Moving from BEDside Manner to WEBside Manner in the Virtual Environment: Professionalism in the Telehealth Space (#35) VIDEO
Orals 4– Education
In this presentation, you will learn about how to adapt your bedside manner to the telehealth environment using telehealth etiquette skills and why these skills matter to patients.
Rachel Pittmann, PhD, Assistant Dean of Interprofessional Practice, MGH Institute of Health Professions
2.6 Building Effective Learning Communities through Mentorship and Wellbeing Strategies
Poster 2
Chair – Jeddie Herndon
2.6 a The Effect of Learner Wellbeing Communities on the Perception of Medical School, Community, & Resilience in New Students (#48)
Poster 2 – Education, Clinical Care
Learner well-being communities (LWCs) offer an increased sense of support, community, and resilience in first-year medical students. This promotes student empowerment and professional development early in their medical education.
Madison Justice, BS, MD candidate, Student, AU/UGA Medical Partnership
Nicholas Tsavaris, BS, MD candidate, Student, AU/UGA Medical Partnership
Margaret Henry, BS, MD candidate, Student, AU/UGA Medical Partnership
Madeleine Ling, BS, MD candidate, Student, AU/UGA Medical Partnership
2.6 b Burnout and Professional Fulfillment: Associations with Interprofessional Communication Skills and Climate (#43)
Poster 2 – Education, Public Health
Effective communication in interprofessional settings is a key modifiable factor in addressing burnout among healthcare providers. We explicate a model on how individual- and group-level factors are linked to burnout via professional fulfillment.
Xia Zheng, PhD, Assistant Professor, Stony Brook University
2.6 c Assessing Mentor and Coordinator Professional Development in the Context of Medical School Learning Communities (#40)
Poster 2 – Education
Mentorship is crucial in medical education, enhancing growth and development. This study examines the 'Houses' Learning Community, showing that mentorship benefits mentees and mentors by improving their communication, empathy, and leadership.
GretchenSwift, BS, Medical Student, Wayne State School of Medicine
2.6 d Optimizing Study Routines with Faculty-Student Collaborative Advice Sheets in Medical School (#44)
Poster 2 – Education
Facilitator –
Advice sheets for medical school pre-clerkship modules were created using data from student evaluations and faculty feedback. This study aimed to help students set expectations for learning new organ systems and improve student-faculty collaboration.
Zuha Khan, Student, First Author/Presenter, McGovern Medical School at UTHealth
Angela Marinovic, Student, Author/Presenter, McGovern Medical School at UTHealth
2.6 e Exploring the Assessment of Health Profession Students' Perceived Communication Abilities (#42)
Poster 2 – Education
Our study developed a self-assessment tool to address communication skills in healthcare students. Highlights include key lessons from its validation and stress the importance of refining education to best prepare students for patient care.
Mica Rutschke, DHA, MSOT, Assistant Professor | Occupational Therapy Doctoral Capstone Coordinator, University of the Incarnate Word School of Rehabilitation Sciences
Joanna Soles, DHSc, ATC, LAT, Associate Professor | Athletic Training Clinical Education Coordinator, University of the Incarnate Word School of Rehabilitation Sciences
Lauren Peyton, PhD, Assistant Director of Student Accessibility Services, Trinity University
Chad Jackson, PT, DPT, EdD, Associate Professor | Physical Therapy Program Director, University of the Incarnate Word School of Rehabilitation Sciences
2:00 p.m. – 2:10 p.m. Break/Networking
2:10 p.m. – 2:40 p.m.
Breaking the Jargon Barrier: Enhancing Doctor-Patient Communication through Interactive Play (#74)
Game – Clinical Care
This educational session engages participants in dynamic games to simplify medical communication. Through Medical Taboo and interactive role-play, attendees will learn to refine their communication skills and enhance patient understanding.
John Andrews, BS, Student, University of North Georgia
Christie Taylor, Medical Student M4, Medical College of Georgia
Facilitators:
Amanda Lilley, M3, Medical College of Georgia
Matt Busse, M3, Medical College of Georgia
Sarah Wells, M3, Medical College of Georgia
Viktor Cheban, M3, Medical College of Georgia
Alaina Moore, M3, Medical College of Georgia
Rachel Byun, M2, Medical College of Georgia
Mahima Sangtani, M2, Medical College of Georgia
Lauren Kim, M2, Medical College of Georgia
Corban Anderson, M1, Medical College of Georgia
Sophia Tran, M1, Medical College of Georgia
2:40 p.m. – 2:50 p.m. Break/Networking
2:50 p.m. – 3:50 p.m. Concurrent – 3
3.1 AI's Role in Patient Interviews (#58)
Panel 3 – Education, Clinical Care, Public Health
Facilitator –
In this session I want to explore AI’s use in the medical students-patient interactions and how it either helps or hurts the ability to interact with the patient. This will be a discussion panel event including six medical students.
Kalim Parshot, OMS 3 Student, ACOM
Parth Patel, OMS 3 Student, ACOM
Omar Abbasi, OMS 3 Student, ACOM
Saad Syed, OMS 3 Student, ACOM
Dibya Khadka, OMS 3 Student, ACOM
Hersh Patel, OMS 3, Student, ACOM
3.2 Advancing Health Equity: The role of Using Person-centered Language for Effective and Professional Interactions (#62)
Problem Solving 3 – Education, Clinical Care, Bioethics, Public Health
Facilitator – Vijay Rajput
Using person-centered language is crucial for effective communication and advancing health equity. In this session, participants will work towards solutions to implement its use in educational and clinical settings.
Manasa Ayyala, MD, Associate Professor of Medicine, Rutgers New Jersey Medical School
Beverley Sheares, MD, MS, Associate Professor of Pediatrics (Pulmonology) and Health Equity Thread Leader, Yale School of Medicine
Amy Baldwin, PhD, MS, Professor and Director of Humanism in Medicine , Medical College of Georgia at AU/UGA Medical Partnership
3.3 Perspective-taking and Communication of Individual and Systems Level Wellness Interventions for Learners and Clinicians (#70)
Workshop 3 – Education
Facilitator – Michelle Schmude
Participants will discuss cases of wellness challenges among learners and clinicians. Using guided prompts, participants will devise individual and systems-level solutions, then practice communications with stakeholders to effect meaningful change.
Stacey Rose, MD, Associate Director, Center for Professionalism; Associate Professor of Medicine - Infectious Disease, Baylor College of Medicine
Claire Scott, MD , Assistant Professor of Medicine; Director of Professionalism, Internal Medicine Residency, Baylor College of Medicine
Rathi Asaithambi, MD, Assistant Professor of Pediatrics, Hospital Medicine; Learning Community Advisor, School of Medicine, Baylor College of Medicine
Anita Kusnoor, MD, Associate Professor of Medicine; Course Director - Internal Medicine Subinternship, Baylor College of Medicine
3.4 Navigating Difficult Conversations: Fundamental Skills for Every Clinician (#71)
Workshop 4 – Education, Clinical Care
Facilitator – Mohamud Verjee
Participants will learn how to deliver serious news effectively and respond to emotion during challenging conversations. This workshop will include didactic material, large group activities, and small group case-based skill practice.
Amanda Brown, MD, MS, Assistant Professor of Pediatrics, UPMC Children's Hospital of Pittsburgh
Sylvia Choi, MD, Associate Professor of Pediatrics, UPMC Children's Hospital of Pittsburgh
3.5 A ProfessionalIdentity Formation Tapestry: Ethical and Curricular Threads
Orals 5
Chair – Marconi Monteiro
3.5 a Evaluating Medical Students' Professional Identity Formation and Influencing Factors (#7)
Orals 5 – Education, Bioethics
As medical students progress through their training, their professional identity development progresses. This growth is largely influenced by the hidden curriculum, particularly through experiences related to communication and collaboration.
Megan Goyal, student, 4th Year Medical Student , McGovern Medical School at UTHealth Houston
3.5 b The Role of Literacy in Medical Identity Formation Through Writing Activities in Academic Life Introduction (#32)
Orals 5 – Education
This study explores how writing activities in an 'Introduction to Academic Life' module enhance communication skills, ethical reflection, and medical identity development through reflective texts and portfolios.
Gabrielle Silveira, PhD, Professor, Sao Leopoldo Mandic School of Medicine
Beatriz Don¡, PhD, Professor, Sao Leopoldo Mandic School of Medicine
Antonio Abreu, PhD, Full Professor, Sao Leopoldo Mandic School of Medicine
Fabiola Fernandez, PhD Professor, Sao Leopoldo Mandic School of Medicine
3.5 c Turning Pro: Identifying the Role of Character Strengths in a Psychologically Safe Environment (#20)
Orals 5 – Education
Using a positive psychology theoretical framework, this workshop establishes the concept of flourishing in various medical specialties. Through the VIA survey, medical trainees examined how their character strengths contribute to flourishing.
Abbey Bachmann, PhD, Assistant Professor, UTHealth Houston - McGovern Medical School
John Riggs, MD, Assistant Dean for Professionalism, UTHealth Houston - McGovern Medical School
Peggy Hsieh, PhD, Professor - Assistant Dean for Educator Development, UTHealth Houston - McGovern Medical School
Asia Bright, PhD, Director of the Office of Professionalism, UTHealth Houston - McGovern Medical School
3.5 d Benchmarking Large Language Models with the AAMC Situational Judgment Test (#23)
Orals 5 – Education
This study evaluated the performance of ChatGPT-3.5, ChatGPT-4.0, and Google Bard on the AAMC SJT with ChatGPT-4.0 performing best. Despite similar inaccuracies across models, ChatGPT-4.0 shows promise in interpreting complex social scenarios.
Jamie Chen, BS, Research Fellow, Hackensack Meridian School of Medicine
Angelo Cadiente, BS, Research Fellow, Hackensack Meridian School of Medicine
Bryan Pilkington, PhD, Professor of Bioethics, Hackensack Meridian School of Medicine
3.6 STAR: Safety,Trust, Alignment, and Responsibility
Orals 6
Chair – Halle Ellison
3.6 a Simulated Encounters with Parents Expressing Prejudice to Enhance Pediatric Resident Communication Skills (#21)
Orals 6 – Education, Clinical care
We developed a communication simulation that trains pediatric residents to mitigate parental prejudice while preserving a therapeutic alliance and ensuring patient and team safety.
Jennifer Baldwin, MD, MPH, MA, Assistant Professor of Pediatrics, UPMC Children's Hospital of Pittsburgh
Elizabeth Sensenig, MD, Assistant Professor of Pediatrics, UPMC Children's Hospital of Pittsburgh
Evelyn Reis, MD, Professor of Pediatrics, UPMC Children's Hospital of Pittsburgh
3.6 b Communicating the Ethical Boundaries and Professional Responsibility: Parental Discretion in Surgery (#24)
Orals 6 – Clinical care, Bioethics
This discusses ethical dilemmas in a case where parents with intellectual delays refuse critical treatments for their child. Physician and legal interventions ensured the surgery, prioritizing the child’s well-being according to ethical principles.
Joyce Cui, BA, MD Candidate, Wake Forest University School of Medicine
Hannes Prescher, MD, Clinical Assistant Professor, University of Michigan
Christian Vercler, MD, Clinical Professor, University of Michigan
Christopher Runyan, MD, PhD, Associate Professor, Atrium Health at Wake Forest Baptist
3.6 c State of the Statements: Harm and Professional Responsibility for Gender Affirming Care (#31)
Orals 6 – Clinical care, Bioethics
This study reviewed medical association statements about transgender health. Findings include heterogeneity in arguments for care, little directive language, and a clear consensus that harm creates a professional responsibility to offer care.
Theo Schall, PhD, MSW, MBE, Assistant Professor of Health Policy, UMass Amherst
Elizabeth Dietz, PhD, Post-doctoral fellow, NIH
3.6 d The Power of Goal Alignment: A Theory for Enhancing Interprofessional Communication in Healthcare (#33)
Orals 6 – Education, Clinical care
We will share our inductive findings from a qualitative study including interviews conducted with a variety of healthcare professionals. We will introduce a novel theory on the culture of interprofessional communication in the healthcare setting.
Clare Whitney, PhD, MBE, RN, Assistant Professor, Stony Brook University School of Nursing
3:50 p.m. – 4:00 p.m. Break/Networking
4:00 p.m. – 5:00 p.m. Discussion
Analyzing an Encounter from two Perspectives – Communication and Professionalism
Moderator – Amal Khidir, MBBS, Associate Professor of Pediatrics, Weill Cornell Medicine Qatar, APHC Conference Program Co-chair
Ellen Pearlman, MD, Associate Dean for Professionalism and Doctoring Skills, Zucker School of Medicine at Hofstra/Northwell
Tom Harter, PhD, Director, Department of Bioethics and Humanities at Gundersen Health System
5:00 p.m. – 5:10 p.m. Break/Networking
5:10 p.m. – 6:10 p.m. Concurrent – 4
4.1 Medical Improv: A Tool for Improving the Patient-clinician Relationship Through Effective Communication (#59)
Panel 4 – Education, Clinical care
Facilitator – Emil Chuck
Medical improv is a tool for developing communication skills, facilitating an effective patient-clinician relationship. Panelists will discuss how medical improv promotes professionalism through enhanced focused attention and emotional regulation.
Grace Snuggs, BS Biology, MD/MPH Candidate, Medical College of Georgia at the AU/UGA Medical Partnership
Katie Hendley, MBA, MS-Bioethics, MD Candidate, Medical College of Georgia at the AU/UGA Medical Partnership
Kimberlee Giffen, PhD, MAT, Assistant Professor, Medical College of Georgia at the AU/UGA Medical Partnership
Amy Baldwin, PhD, MS, Professor, Medical College of Georgia at the AU/UGA Medical Partnership
4.2 Perils of the 3Ms: Micromanagement, Microaggression and Micro-incivility in Medical Education and Clinical Care (#63)
Problem Solving 4 – Education, Clinical care
Facilitator – Jamal Lopez
Educators and supervisors often display behaviors seen as micromanagement, microaggressions, or micro-incivilities (3Ms) in their roles. Recognizing these 3Ms is vital for improving trainee wellbeing and ensuring high-quality patient care.
Juliette Camejo, Student, Medical Student, NSU
Taylor Gruman, Student, Medical Student, NSU MD
Margaret Savage, Student, United States, Medical Student
Vijay Rajput, MD, United States, NSU MD
4.3 A Psychological Safety Model: Mitigating Learner Trauma Responses while Utilizing Simulation and Immersive Learning (#66)
Workshop 5 – Education
Facilitator –Dennis Novack
This workshop will highlight the utility of maintaining psychological safety within the clinical learning environment. Emotional activation is an expected response with uncomfortable DEI subject matter
LaConda Fanning, PsyD, RN, Director of Assessment and Mentorship, GME Diversity Officer, Virginia Health Science: Eastern Virginia Medical School at ODU
Amelia Wallace, MPH, Simulation Director, Eastern Virginia Medical school ODU
Diane Holland, MPA MHRM, Director of Diversity and Inclusion – Ombudsperson, Eastern Virginia Medical school ODU
4.4 Trust and Empathy in Health Care
Orals 7
Chair – Jill Konkin
4.4 a Who to Trust? Medical Advice from ChatGPT vs. Reddit Forums (#14)
Orals 7 – Education, Clinical Care, Public Health
This study compares medical advice from the top 200 posts on Reddit’s/AskDocs to ChatGPT-3.5’s differential diagnoses and management plans. ChatGPT-3.5 and Reddit diagnoses were highly similar with adequate management plans generated by the model.
Angelo Cadiente, BS, Research Fellow, Hackensack Meridian School of Medicine
Jamie Chen, BS, Research Fellow, Hackensack Meridian School of Medicine
Bryan Pilkington, PhD, Professor of Bioethics, Hackensack Meridian School of Medicine
4.4 b The Death of Thought in Medical Education: Bernard Stiegler, Techno-anthropology, and So-Called Artificial Intelligence (#38)
Orals 7 – Education
Utilizing the thought of Bernard Stiegler, this paper argues for forming medical professional students in the humanities before training them in large language models.
Benjamin Parks, PhD, Assistant Professor of Medical Ethics, Mercy College of Ohio
4.4 c Reframing Professionalism around Trust Building: A Practical Approach to Curriculum Development (#26)
Orals 7 – Education
We will discuss a novel professionalism framework based on trustworthiness, collaboratively developed by faculty and medical students at our school, along with examples of how the framework can be used for curriculum development and assessment.
Catherine Malisse, BS Medical Student, Fourth Year Medical Student, Wake Forest University School of Medicine
Jennifer Jackson, Assistant Dean for Curricular Innovation, Professor, Pediatrics, Wake Forest University School of Medicine
Joyce Cui, BA, Medical Student, Wake Forest University School of Medicine
Hindolo Kamanda, Medical Student, Wake Forest University School of Medicine
Andrea Triplett, MD, Assistant Professor, Wake Forest University School of Medicine
David Popoli, MD, Associate Professor, Wake Forest University School of Medicine
4.4 d Clinician-Patient Empathy in the Era of Artificial Intelligence (#13)
Orals 7 –Clinical Care
In this day and age of Artificial Intelligence (AI), AI is scoring higher than physicians with empathy in written responses and hence shows promise in the future to collaborate with healthcare team towards work life balance.
Ryan Kanungo, Student, Student, Nova Southeastern University
Gloria Bachmann, MD, MMS, Professor of Obstetrics & Gynecology and Medicine Associate Dean for Women's Health Co-Director, W, Robert Wood Johnson Medical School
4.5 Advocacy in Different Contexts
Orals 8
Chair – Karen Miotto
4.5 a Leveraging Ambassadors to Promote a Culture of Professionalism (#6)
Orals 8 – Education
MD Anderson is a large, academic medical center, so our small Center for Professionalism needed to develop creative approaches to increase the reach of our message. One such approach was the creation of Professionalism Ambassadors.
Christopher Rodriguez, BA, MS, Program Coordinator, The University of Texas MD Anderson Cancer Center
Maureen Triller, DrPH, PMP, CMQ, Admin Director, The University of Texas MD Anderson Cancer Center
Crystal Wright, MD, FASA, Clinical Professor, The University of Texas MD Anderson Cancer Center
4.5 b Service Learning: Bringing Humanism Back into Patient Communication (#5)
Orals 8 – Education
Listening is a crucial aspect of health communication. This study describes the communicative impact of placing future physicians in the community to listen and learn, compared to their roles in clinical environments where they often speak and teach.
Asia Bright, PhD, Director of Office of Professionalism, McGovern Medical School at UTHSC
Sam Neher, MS, EdD, Director of Accreditation and Continuous Quality Improvement, McGovern Medical School at UTHSC
Caitlin McAfee, MSW, MS, RD, LD, Senior Program Manager for Wellness and Resilience, McGovern Medical School at UTHSC
4.5 c Fostering Professionalism and Leadership Communication Skills Through Model United Nations’ Programs (#37)
Orals 8 – Education
This presentation showcases Nara Medical University's unique Model United Nations Program focusing on the development of professionalism and leadership through practice and peer mentorship.
Francesco Bolstad, MA, Professor, Nara Medical University
Yuzu Fukui, Student, Nara Medical University
4.5 d How Inspiration Can Impact Academic Medical Employees (#28)
Orals 8 – Education, Clinical Care, Public Health
Baylor College of Medicine's Center for Professionalism started Connection Cards, an initiative that sends inspirational messages to employees in the hope of motivating them. Feedback surveys were analyzed to measure the impact of the quotes.
Vaishnavi Nasani, Master's Student, Ms, Baylor College of Medicine
Ellen Friedman, MD, Senior Associate Dean of Professionalism, Baylor College of Medicine
Stacey Rose, MD, Associate Professor, Baylor College of Medicine
Kelley Arredondo, PhD, Assistant Professor, Baylor College of Medicine
4.6 Overcoming Barriers through Empowerment
Poster 3
Chair – Tanja Adonizio
4.6 a Making Meaning of the Black Physician's Journey: The Role of Cultural Idioms (#51)
Poster 3 – Education
The language we use to understand the complexity of the medical education journey for Black doctors can be found in our own cultural idioms. This presentation explores how cultural idioms can be utilized in medical education.
Amani Sampson, MS, Medical Student, Rutgers New Jersey Medical School
Natalie Roche, MD, Associate Professor in Obstetrics and Gynecology, Rutgers New Jersey Medical School
Damali Campbell-Oparaji, MD, Associate Professor Obstetrics and Gynecology, Rutgers New Jersey Medical School
Lisa Gittens, MD, Professor of Obstetrics and Gynecology, Rutgers New Jersey Medical School
4.6 b Breaking Barriers: Empowering Healthcare Professionals in Deaf-friendly Communication (#46)
Poster 3 – Education, Clinical Care
Our work focuses on enhancing providers' skills in communicating with Deaf patients using accessible methods, including ASL and interpreters. The goal is to promote culturally competent care and improve patient outcomes.
Temitope Akinyemi, MD, MPH, Director of Simulation, Morehouse School of Medicine
Janice Abraham, PhD, Director of Clinical Skills, Morehouse School of Medicine
Sarah Greene, PhD, Professor of Clinical Pathology
4.6 c Patient Care & Policy: Investigating Police-Patient-Provider Relations & Communication in the Emergency Department (#55)
Poster 3 – Education, Clinical Care, Bioethics, Public Health
This study characterizes the experiences of multiple healthcare workers in their perception of police presence in the emergency department, with the goal of creating better avenues of safe and effective communication.
Sharmain Siddiqui, BS, MD, class of 2026, Medical Student, Loyola University Stritch School of Medicine
4.6 d Cross-Cultural Collaboration: Building Professional Skills Through Refugee Health Programs (#52)
Poster 3 –Public Health
Medical and public health students support Houston refugee women through a tailored cultural adaptation curriculum in three languages. The model’s collaboration fosters cultural sensitivity and professionalism for the students while empowering the women.
Olivia Tran, BS, Student, McGovern Medical School at UTHealth
Meghna Lama, BDS, Student, UTHealth School of Public Health
Ashna Karpe, BA, Student, McGovern Medical School at UTHealth
4.6 e Exploring Medical Spanish Proficiency and Attitudes in Pre-Health Professions Students (#54)
Poster 3 – Education
A workshop for pre-health students on medical Spanish significantly improved confidence and proficiency in basic patient care tasks, while showing no change in positive or neutral attitudes.
Lucia Martinez-Sanchez, Medical Student, McGovern Medical School
6:10 – 6:40 p.m. Summary and Take-Home Points
Elizabeth Kachur, PhD, FAMEE, Director, Medical Education Development, Global Consulting, APHC Conference Program Co-chair
Mary E. Kollmer Horton, MPH, MA, PhD, Director, Medical Student Research Office, Assistant Professor and Health Education Fellow Office of Educational Programs, Associate Faculty, McGovern Center for Humanities and Ethics, UTHealth Houston McGovern Medical School, APHC Conference Program Co-chair
Amal Khidir, MBBS, Associate Professor of Pediatrics, Weill Cornell Medicine Qatar, APHC Conference Program Co-chair
Michelle Schmude, EdD, Vice Provost for Enrollment Management and Associate Professor of Medical Education Geisinger College of Health Sciences | APHC President
6:40 – 7:00 p.m. Networking
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