This presentation compares demographics and feedback from the most recent Loma Linda University School of Medicine (LLUSM) Positive Professionalism Award cycle to previous cycles, evaluating the program's initiatives to maintain equitable recipient scoring. We will also discuss future directions to incorporate Artificial Intelligence (AI) into our scoring system.

• Tiana Campbell, Medical Student, Loma Linda University School of Medicine
• Bethany Arabe, Medical Student, Loma Linda University School of Medicine

Healthcare delivery has historically provided one-on-one encounters between provider (considered the authority and teacher on health) and patient (who often does what is prescribed and communicated by their doctor). Shared medical appointments provide new standards and flexible models of provider-patient communication, using peer support and group-based discussions helping patients set healthy behavior SMART goals to better self-manage chronic disease.

• Stacie Schmidt, MD, Associate Professor, Department of General Internal Medicine, Emory University School of Medicine
• Digvijaya Navalkele, MD, Assistant Professor, Department of Neurology, Emory University School of Medicine

This presentation uses return-to-sport decisions in sports medicine as a case study in how professionalism is defined and contested among stakeholders. It asks whether a shared framework, such as the Physician Charter, can guide physician conduct when the athlete, the institution, and the profession disagree about what acting professionally requires.

• Kyle Harvey, B.S., Hackensack Meridian School of Medicine
• Anthony Peterson, B.S., Hackensack Meridian School of Medicine
• Bryan Pilkington, PhD, Hackensack Meridian School of Medicine

As attention to physician burnout has intensified, graduate medical education has increasingly focused on promoting trainee well-being and resilience. Professional identity formation may offer a complementary pathway to well-being by helping trainees find meaning and purpose in their work, while moral resilience may help them navigate experiences that challenge their developing identity.

• Chinyere O'Connor, M.D, HEC-C

An examination of how professionalism must adapt when delivering health education to unhoused individuals -- a population disproportionately affected by adverse social determinants of health (SDOH). Our comprehensive literature review found that transparency is highly valued by this population, yet SDOH education has traditionally focused on educating providers rather than patients.

• Mahathi Krothapalli, Medical Student, Wayne State School of Medicine
• Sarah Yee, Medical Student, Wayne State University School of Medicine
• Seareen Maaita, Medical Student, Wayne State University School of Medicine
• Kristen Kingzett, Clinical Assistant Professor, Wayne State University School of Medicine

Voices of the Heights above all intends to give voice to the often-overlooked stories of housing-insecure individuals in order to foster humanism in medicine, raise mental-health awareness and improve the compassionate treatment of this population. Specifically, we are evaluating the impact of integrating Voices of the Heights into the VP&S medical-curriculum, to cultivate reflective awareness of structural inequity in medicine, and strengthen existing curricular themes of substance-use disorder, humanism, and social determinants of health.

• Haroon Arain, BA, Columbia University Vagelos College of Physicians & Surgeons
• Devin Lobosco, BA, Columbia University Vagelos College of Physicians & Surgeons
• Joi Haskins, MFA, BA, Columbia University Vagelos College of Physicians & Surgeons, Iowa Writers' Workshop

This community listening session explored factors influencing lung cancer screening among Black American adults in Flint, Michigan. Findings demonstrate how trust, discrimination, fear, and structural barriers shape screening experiences and highlight the need for context-sensitive approaches to professionalism and preventive care.

• Sriram Garapati, MS2, Wayne State University
• Jai Patel, MS2, Wayne State University
• Lucy Zhang, MS2, Wayne State University

Transportation insecurity is a significant barrier to healthcare access in Detroit, disproportionately affecting vulnerable patients and contributing to missed or delayed care. Recognizing transportation barriers as part of patient-centered, professional practice may help clinicians better address social determinants of health and connect patients with appropriate resources.

• Frances-Denise Fajardo, B.S., Wayne State University School of Medicine
• Jayson Bakshi, B.S., Wayne State University School of Medicine

Orthopedic surgeons must balance patient-defined goals with professional judgments about which interventions are appropriate to offer. This presentation examines how professionalism can create common ground between respecting patient-defined values and maintaining responsibility for surgical risk, setting realistic expectations, and appropriate, evidence-based care.

• Anthony S. Peterson, Medical Student, Hackensack Meridian School of Medicine

Professionalism emphasizes empathy and compassion but rarely considers how clinicians respond to another person’s success. This presentation introduces mudita, appreciative joy, as a cross-cultural lens for cultivating collegiality, psychological safety, and non-zero-sum professional excellence.

• Vir Patel, B.S., OMS-II, Nova Southeastern University Dr. Kiran C. Patel College of Osteopathic Medicine
• Roham Hadidchi, B.S., OMS-II, Nova Southeastern University Dr. Kiran C. Patel College of Osteopathic Medicine

This qualitative study explored how medical mistrust and discrimination are communicated across generations within Black families and found that these experiences negatively shape healthcare engagement and attitudes toward the medical system. The findings highlight the importance of incorporating patients’ cultural, historical, and transgenerational experiences into professionalism frameworks to strengthen trust and patient-family-physician relationships.

• Jai Patel, M.D./M.B.A Candidate, Class of 2029, Wayne State University School of Medicine

In this presentation, we argue that healthcare institutions exhibit professionalism when they enable individual professionals to practice professionally in the service of patients and society. We ultimately address the question: What does an institution owe its professionals, patients, and communities?

• Bryan Pilkington, Professor, Hackensack Meridian School of Medicine
• Jessica Perlo, Executive Vice President, ABIM Foundation
• Randl Dent, Program Officer, ABIM Foundation

Professional development in health professions education depends on competencies that are described differently across frameworks, complicating efforts to assess and support learners consistently. This study identified four shared non-technical competency domains across major North American frameworks and evaluated an open-response situational judgment test as a reliable approach for tracking these competencies and informing targeted learner development.

• Gabriel Sitarenios, PhD, Acuity Insights

Premedical/prehealth applicants are confronted with messaging about appropriate and desirable professional behaviors that complement desirable metrics demonstrating high academic achievement. In our recent survey of prehealth applicants, we asked which behaviors are highly emphasized in situational judgment tests as signals of desirable professional behaviors for future students.

• Emil Chuck, Director of Advising Services, Health Professional Student Association

This presentation proposes a shared interprofessional framework for healthcare professionalism grounded in the Physician Charter, Swick’s elements of professionalism, and the principles of bioethics. It argues that this shared foundation should begin in undergraduate and pre-health education and incorporate reflection and reflective writing to support professional identity, ethical judgment, collaboration, and responsibility to patients and society.

• Cathy Lively, Associate, Columbia University

In teaching medical students, Meharry Medical College used written reflection, small group, and large-group discussions to help students prepare for professional conflict-resolution. We will describe the sessions and engage our audience in a discussion of facilitators and barriers to teaching conflict resolution in the health professions.

• Carolyn (Carey) Szetela, PhD

This session explores a novel, experiential introduction to professional development for incoming medical students, using a simulated high-stress scenario to demonstrate the role of reflection, self-awareness, and self-regulation in professional practice. Delivered during orientation week to three consecutive first-year cohorts, it offers a replicable model for grounding professionalism curricula in lived experience rather than abstract instruction.

• Cristiana Hentea, Clinical Assistant Professor, University of Illinois at Chicago

Professionally addressing human errors promotes human dignity and well-being. Empathy in healing is applied differently when addressing human error.

• Sofica C. Bistriceanu, EPCCS

Teamwork is a professionalism competency rarely taught or assessed through explicit curricular structures. This project examines whether embedding teamwork within an existing grading rubric for second year medical students can effectively cultivate this competency by drawing on qualitative and quantitative student data.

• Abby Graham, Medical Student, Columbia University VP&S
• Pushkar Shinde, Medical Student, Columbia University VP&S
• Hetty Cunningham, Professor of Pediatrics, CUIMC

This presentation proposes “shadow curriculum” as a contemporary extension of the hidden curriculum in medical education: the visible but insufficiently acknowledged behaviors, technologies, incentives, and institutional practices that shape professional identity alongside formal education. Using a cross-cultural lens, it examines how different healthcare systems cast different professional “shadows,” while offering a shared framework for recognizing their effects on global medical professionalism.

• Danielle Bierman, MS2, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine
• Vijay Rajput, M.D. - Chair of Medical Education, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine

This QI project evaluated an attending-led cultural humility workshop designed to help medical students navigate the hidden curriculum around professionalism and diverse patient care. Among eight matched respondents, composite confidence scores rose significantly (23.75 to 28.25, p=.031), and all post-survey respondents said they would attend future sessions.

• Isha Desai, BS, Creighton University School of Medicine - Phoenix Campus
• Jacob Ngobi, BS, Creighton University School of Medicine - Phoenix Campus
• Nikhita Attiganal Jagadeesh, BS, Creighton University School of Medicine - Phoenix Campus
• Bita Rezaian, BS, Creighton University School of Medicine - Phoenix Campus

This presentation explores how the Differential Diagnosis, Investigations, and Clinical Exam (DICE) assessment embeds professionalism within clinical reasoning education by making expectations such as communication, accountability, patient-centered care, and receptiveness to feedback more explicit and assessable. Through structured, faculty-observed clinical encounters, DICE supports PA students in developing both differential diagnosis skills and professional identity formation as they transition from didactic learning to clinical practice.

• Akisha Dave, MPAS, PA-C, West Coast University Texas PA Program, Assistant Professor, Course Director, Patient Assessment and Counseling

The ability to give and receive feedback is essential for the emerging professional identity of medical students. We developed a curriculum, consisting of video prework and a didactic session to prepare first year medical students (MS1s) for a peer assessment process.

• Emily Granickas, Zucker School of Medicine at Hofstra/Northwell, Medical Student
• Gabrielle Goldberg, MD, MSEd, Zucker School of Medicine at Hofstra/Northwell, Assistant Dean for Clinical Skills & Professionalism

This presentation examines how medical professionalism was visually represented in medieval Islamic medical manuscripts, focusing on the physician’s interactions with patients, medicines, assistants, and medical knowledge. Images from the 1224 Baghdad Dioscorides are considered alongside Isḥāq ibn ʿAlī al-Ruhāwī’s Adab al-Ṭabīb and Martin Levey’s English translation to explore professionalism as an embodied and relational practice.

• Mohammed S. Al-Thani, MS, Weill Cornell Medicine-Qatar
• Aicha Hind Rifai, Assistant Professor of Clinical Psychiatry, Weill Cornell Medicine-Qatar

Professionalism is learned through clinical role models but can also be explored beyond medicine. Using U.S. presidential history, this presentation examines how trust, accountability, communication, resilience, teamwork, and decision-making under uncertainty can inform professional identity formation.

• Kiara Torrese, Undergraduate Student, Florida International University
• Vijay Rajput, MD, Nova Southeastern University

This presentation will discuss the updated Professional role in CanMEDs 2026. It will identify opportunities and challenges that come with these changes.

• Merril Pauls, Professor in Emergency Medicine and Co-lead of Undergraduate Professionalism Education, Rady College of Medicine - University of Manitoba - Winnipeg, Canada

This presentation proposes a shared framework for professionalism that integrates professional identity formation, professional values, professional behaviors, and interprofessional practice across health professions education. Participants will explore how a common framework can support teaching, assessment, and collaboration while advancing professionalism across disciplines.

• Susan Welch, EdD, PhD, RN, CNE

When routine missed deadlines are labeled professionalism lapses, learners may come to understand professionalism as compliance rather than a broader developmental construct encompassing values, competencies, resilience, and professional identity. We describe a curriculum-wide framework that distinguishes minor accountability concerns from professionalism lapses while pairing early concerns with coaching, resources, and opportunities for improvement.

• Wendy Madigosky, MD MSPH, Chair, Medical Student Professionalism Committee, Professionalism Assessment Champion, School of Medicine | University of Colorado Anschutz Medical Campus

Professionalism systems often emphasize reporting, investigation, and discipline after concerns arise, potentially missing opportunities for earlier intervention and professional growth. We describe a coaching-informed institutional model that combines consultation, restorative responses, and centralized accountability and was associated with increased proactive engagement, fewer confirmed professionalism concerns, and reduced recidivism.

• Abigail (Abbey) Lara, MD

This abstract describes an ongoing evaluation of Loma Linda University School of Medicine’s longitudinal professionalism framework, which combines education, mentorship, and developmental remediation through small-group “pods.” The study will examine referral patterns, student characteristics, outcomes, and perceptions to understand increasing pod utilization and guide future improvements to the professionalism program.

• Phil Honest, B.S
• Erwin C. Stuffle, PhD
• Caleb Jin-Myung Kim, B.S.

The Ecosystem Theory of Educational Technology Integration and Optimization is a five-tenet framework that reconceptualizes EdTech adoption as an ecosystem-changing process, arguing that technologies achieve predictable, sustainable impact only through proper Adaptation, Standardization, Integration, and Compliance (ASIC) within an educational ecosystem. This presentation introduces the theory's structure and premises, showing educators, academic leaders, and EdTech developers how to move beyond isolated interventions toward evidence-based, systemic technology integration.

• Joshua O. Owolabi, MSc., MMedEd, MBA, PhD, PhD, FAcadMEd

Artificial intelligence use in medical education may have negative effects on cognitive autonomy and professionalism, which calls for clear policies and curriculum competencies. This session will feature a panel discussion addressing the implications of AI use on professionalism and curriculum in both UME & GME settings.

• Nickolas Blagojev, Student, Loma Linda University School of Medicine
• Bethany Arabe, Student, Loma Linda University School of Medicine
• Caleb Kim, Student, Loma Linda University School of Medicine

A bias-aware, values-based framework combining statistical normalization, structured interviews, and committee deliberation was used to improve fairness and transparency in selecting Student Committee on Professionalism and Ethics members. The approach identified well-qualified candidates through a holistic selection process that balanced statistical rigor with humanistic judgment, resulting in members whose demonstrated professionalism, perspectives, and values aligned with the organization’s mission and needs.

Developing professional and humanizing language communication skills among medical students within clinical documentation is critical for preventing perpetuation and mitigation of health inequities, yet remains largely overlooked within curricular assessment. Here, we present a piloted innovative rubric to assess bias mitigation in medical student note-writing that improves learner confidence in recognizing appropriate language, facilitating higher quality patient-centered documentation.

• Divya Suresh, M.D. Candidate