HPEC Poster Session 2026

Permanent URI for this collectionhttps://hdl.handle.net/10125/112874

Browse

Now showing 1 - 11 of 11

Curricular Strategies and Evaluation Practices for Medical Student Wellness: A National Survey of U.S. Medical Schools
(2026-01-31) Guo, Jayson
Introduction Medical student well-being is critical for learning and patient care, yet national data on wellness strategies remain limited. Existing literature consists mainly of single-institution reports with minimal consolidated data. Multi-institutional studies have identified gaps including non-rigorous evaluation and insufficient structural approaches. No large-scale national survey has been conducted since 2019, before transformative changes including USMLE Step 1 pass/fail conversion, the COVID-19 pandemic, and advances in digital health tools. This national survey provides updated data to assess current strategies, barriers, and opportunities for improvement across U.S. medical education. Objectives: To characterize wellness strategies at U.S. medical schools nationally, emphasizing structural approaches and evaluation practices. Methods: From July–October 2025, we surveyed all accredited U.S. medical schools (n=159) using a web-based instrument adapted from prior literature and piloted for response process validity. Items queried curricular strategies, wellness assessments, program evaluation, organizational structure, and student involvement. Results: Of 159 schools, 104 (65%) responded, representing all U.S. regions. Most schools demonstrated organizational commitment with dedicated wellness staff positions (77%, 61/79), wellness committees (95%, 75/79), and student representation on committees (90%, 74/82). Formal wellness curricula existed at 62% (55/89), most commonly in orientation (83%, 55/66) and less often integrated into coursework (64%, 42/66). Structured learning communities were reported by 88% (73/83). Clinical rotation interventions included mistreatment prevention policies (91%, 74/81) and protected time off (72%, 58/81). Faculty training for supporting student wellness was offered by 46% (38/72). Primary implementation barriers were curricular overcrowding (82%, 63/77) and logistical difficulties (69%, 53/77). Most schools (55%, 42/77) assess wellness, predominantly using AAMC national surveys (90%, 38/42); established instruments for burnout (16%), depression (14%), and anxiety (13%) were uncommon. Only 20% (15/76) collected demographic data alongside wellness metrics—a critical gap for identifying disparities. Half (51%, 39/76) evaluate program effectiveness, primarily through AAMC survey rather than pre-/post-intervention assessments (21%) or longitudinal tracking (26%) with established tools. Evaluation barriers included limited staffing/time (54%) and poor student participation (44%). Discussion: This national survey reveals widespread wellness curricula and organizational infrastructure but significant evaluation gaps. While mistreatment policies are common, wellness promotion in daily education requires strengthening, including faculty development. Critically, few programs collect demographic data—essential for identifying disparities and advancing equity in wellness initiatives. Assessment practices rely heavily on AAMC surveys with limited wellness-specific data. Programs should adopt brief established measures for longitudinal, iterative assessment alongside demographic data to identify at-risk populations, track disparities, and ensure equitable wellness support. These findings provide a national baseline for evidence-based wellness program development. Target audience: Faculty, staff, and student representatives in medical education involved in student affairs, well-being, curriculum development, and student support services. Takeaways are applicable to parallel stakeholders in other health-professions programs.
Developing a model for institutional wellbeing and resiliency: The Wellbeing Enhancement & Resiliency Committee (WERC) at the John A. Burns School of Medicine
(2026-01-31) Yamauchi, Kimberly B.; Aytaç, Güneş; Tjapkes, Tracie Ann; Wong, Vanessa S.; Sakamoto, Jeffrey; Sy, Angela
Well-being initiatives provide a mechanism to align the external mission of promoting community health with the internal cultivation of well-being among faculty, staff, and learners. The John A. Burns School of Medicine (JABSOM) is committed to excellence and leadership, prioritizing well-being as fundamental to its mission of serving Hawaiʻi. The Wellbeing Enhancement & Resiliency Committee (WERC) was created as a multidisciplinary advisory board focused on institutional wellbeing. WERC is composed of four subcommittees that target critical areas: 1) Evaluation: Measure institutional well-being. Develop metrics and collect and analyze data for continuous program assessment to improve initiatives, 2) Emotional & Mental Health: Promotion of mental health and psychological safety, advocating for positive change, 3) Curriculum: Develop educational content focused on well-being, deliver training programs that create inclusive and participatory environments, and utilize data and educational technology to inform curriculum improvements, and 4) Program and Events: Organizes community-building activities to enhance the work and learning environment. This integrated structure is an innovation for medical schools, moving beyond siloed wellness activities toward a sustained, evidence-based instructional framework.
Improving breast cancer screening rates in Filipina, Native Hawaiian, and Pacific Islander populations in West O‘ahu
(2026-01-31) Kitazumi, Kaelyn; Akina-Magnussen, Kaela; Aurelio, Jan A.; Llantero, Christian; Nishida, Maya; Chen, Jimmy
Introduction: Breast cancer (BC) is the most common cancer in women. Screening mammograms (SM) enable earlier detection of BC and thus reduce mortality. However, Filipina, Native Hawaiian, and Pacific Islander (NHPI) women experience increased prevalence and mortality from BC compared to non-minority populations, possibly due to lower SM rates. Objective: This Quality Improvement (QI) project aimed to identify the primary systemic and patient-level barriers contributing to low BC screening among Filipina and NHPI women and to test targeted outreach interventions in an underserved West O‘ahu community. Methods: A retrospective electronic medical record (EMR) review of 318 female patients covered by HMSA insurance was conducted at a well-established primary care practice in West O’ahu and matched against insurance claims data from May-July 2025. Filipina and NHPI constitute a large portion of this practice. Patients included in this study were 50-74 years of age and due for biennial SMs based on HMSA guidelines. Patients who met exclusion criteria per HMSA’s 2025 Provider Resource Guide, including those under hospice care, were excluded from this project. Our team observed the primary care team workflow and contacted local imaging centers and associated nonprofit organizations to identify possible factors contributing to low SM rates. Four iterative Plan-Do-Study-Act (PDSA) cycles were conducted over two months to target the most common root causes: Cycle 1) Text message (TM) outreach to patients due for SM with an active SM order, but no scheduled appointment, was initiated using a HIPAA-compliant text messaging app; Cycle 2) A second round of TMs were sent to patients who had not responded after 1 week; Cycle 3) TMs were sent to the patients due for SM who had not been seen in the past 12 months; Cycle 4) Patients unresponsive in the previous 3 cycles were called. Clinic staff identified fear of receiving bad news and pain associated with the SM procedure as potential cultural barriers which were addressed in phone calls during cycle 4. Education on the importance of SMs and assistance scheduling SMs were offered during all cycles. Results: Baseline SM rate for eligible individuals covered by HMSA was 59%. The SM rate increased to 66% after reconciling discrepancies between SM rates reflected by insurance claims and those reflected in EMR and excluding one patient who met exclusion criteria. Text messaging outreach alone was not as effective as text with subsequent phone call outreach. Following the four PDSA outreach cycles, SM adherence rates increased by 6%, reaching 72% by December 31, 2025. Further analysis identified limited SM appointment availability and resource constraints in West O‘ahu to be the root causes, coupled with patient-specific scheduling challenges despite having an active order from a physician. Discussion: This QI initiative successfully used data-driven outreach to increase breast cancer screening in high-risk Filipina and NHPI populations. This project identified the main barriers affecting SM rates as difficulty with appointment scheduling and limited local resource capacity. Focusing future QI efforts on building streamlined scheduling workflows and advocating for increased imaging resource allocation shows promise to reduce health disparities in these minority populations in addition to benefitting all women seeking to receive SMs. Target Audience: Those interested in Quality Improvement; healthcare providers and administrators; public health officials; West O’ahu community.
Exploring Predictors of Medical Career Motivation Among Hawaiʻi High School Students
(2026-01-31) Downs, Cassidy; Rossio, Alyssia; Tom, Jaimie; Hosoda, K. Kanoho
Exploring Predictors of Medical Career Motivation Among Hawaiʻi High School Students Cassidy Downs1, Alyssia Rossio1,3,4 , Jaimie Tom1,3, K. Kanoho Hosoda1,2 Affiliations: 1 John A. Burns School of Medicine, University of Hawaiʻi 2 Native Hawaiian Center of Excellence, Department of Native Hawaiian Health, John A. Burns School of Medicine, University of Hawaiʻi 3 Office of Student Affairs, John A. Burns School of Medicine, University of Hawaiʻi 4 University of Southern California INTRODUCTION Hawaiʻi faces a significant physician shortage, which is seen more drastically on the outer Hawaiian islands. The University of Hawaiʻi John A. Burns School of Medicine (JABSOM) possesses great multicultural and community diversity within its student population. It is relative to explore why not as many students from outer islands go to JABSOM, or do not go on to practice within Neighbor Island communities. OBJECTIVE This study aimed to examine the motivations of Hawaiʻi high school students to pursue a career in medicine following participation in a 4-hr pre-medical school outreach activity. METHODS High school students across Hawaiʻi participated in a 4-hr pre-medical outreach workshop activity. After finishing the activity, participants completed a survey of self-reported questions, which were used to assess three measures: Medical Career Intentions (4 items; α = .90), Academic Confidence (4 items; α = .83), and Pre-Medical Values & Ethics (4 items; α = .85). All scales demonstrated good to excellent internal consistency. Responses to the four items of each scale were averaged to form a composite scale score, such that higher values reflected greater endorsement of the construct. Independent-sample t-tests were conducted to explore comparisons between Oahu and Neighbor Island students on these measures, and multiple regression analyses examined whether Academic Confidence and Pre-Medical Values & Ethics predicted Medical Career Intentions. RESULTS. Findings indicated that all three measures were reliable and distinct measures of students’ trajectories toward pursuing medical careers. The overall regression model was statistically significant, F(2,128)=100.05, p<.001, explaining 61% of the variance in medical career intentions R2=.61, adjusted R2==.60. Students who reported greater Academic Confidence (β = .48, p < .001) and stronger Pre-Medical Values & Ethics (β = .36, p < .001) also reported higher Medical Career Intentions, as supported by a significant overall regression model (p < .001). Neighbor Island students scored significantly higher than Oʻahu students on Medical Career Intentions (p = .005), Academic Confidence (p = .013), and Pre-Medical Values & Ethics (p < .001). DISCUSSION Students’ academic confidence and professional values significantly predicted their intentions to pursue a career in medicine. The stronger scores among Neighbor Island students suggest potential differences in educational experiences or program engagement. However, differences in participant backgrounds—specifically, Neighbor Island students’ enrollment in health career pathway courses compared to Oʻahu students’ participation in general STEM programs—may have influenced results. As well, there is potential for sampling bias as the responses to each of the survey constructs is self-reported by students and reflects intention as opposed to outcomes. This preliminary study offers valuable insight into evaluating the impact of JABSOM’s outreach initiatives and highlights the importance of targeted, inclusive programming to support future physicians across all islands of Hawaiʻi. TARGET AUDIENCE Medical educators REFERENCES Connolly KK, Hong T, Buenconsejo-Lum LE. Addressing Physician Shortage in Hawai'i - Kaua'i Medical Training Opportunities. Hawaii J Health Soc Welf. 2024 Nov;83(11):306-308.doi: 10.62547/GRQB2504. PMID: 39493646; PMCID: PMC11519901. Living aloha. Living Aloha | John A. Burns School of Medicine. (n.d.). https://jabsom.hawaii.edu/interested-in/living-aloha/index.html
From Pilot to Practice: Building a Competency-Based POCUS Assessment Framework in Family Medicine
(2026-01-31) Carter, Kana M.; Tran, Patty; Kanagusuku, Leimomi; Quattlebaum, Thomas H.; Soin, Komal
Introduction Point‑of‑care ultrasound (POCUS) is increasingly essential in clinical practice, yet residency programs lack standardized teaching and competency assessment frameworks. To address this gap, the University of Hawai‘i Family Medicine Residency Program developed and piloted structured obstetric (OB) and musculoskeletal (MSK) POCUS checklists, tailored to Family Medicine through an environmental scan and consensus-based adaptation. The instruments support direct observation, consistent feedback, and competency‑based assessment. This project describes the development, implementation, and early evaluation of this framework. Objectives To develop, implement, and pilot structured OB and MSK POCUS assessment checklists program, and evaluate their feasibility, usability, and perceived educational impact on learner development within a family medicine residency. Methods A POCUS‑trained faculty group created structured OB (first‑ and third‑trimester) and MSK (knee, shoulder, hip) checklists by reviewing existing tools, literature, and adapting content for Family Medicine. The checklists aligned with direct‑observation formats and covered interpersonal skills, scan techniques, and medical knowledge, along with learner self‑confidence ratings and observer global assessments. Faculty completed targeted training, including structured learning modules and hands-on practice, to ensure readiness for assessment. The tools were introduced to faculty and residents and piloted at two sites over eight months. Post‑encounter surveys on feasibility, usability, and learning informed iterative PDSA cycles to refine both content and workflow. Results Five faculty completed 39 checklists (28 OB, 11 MSK) for PGY‑1 to PGY‑3 residents and one fellow;four focused on OB, while one performed MSK assessments exclusively. OB assessments were primarily first‑trimester scans (71%), while MSK assessments focused on shoulder and knee exams. Sixty post-encounter surveys were collected (33 attending, 27 residents). Checklist completion was feasible, with most OB (76%) and MSK (63%) forms finished in under five minutes. Faculty and residents used the tools before, during, and after encounters, with OB checklists were more often utilized during the encounter. Feedback was usually provided post‑encounter, though 52% of residents performing OB POCUS reported receiving feedback at multiple stages. Perceived educational value was high: 76% of OB and 88% of MSK faculty evaluations rated the checklists as very useful, citing its role in assessing competence, identifying knowledge gaps, and structuring feedback. Nearly all residents performing OB POCUS (95%) and MSK POCUS (100%) found the checklists helpful for clarifying expectations, reinforcing systematic scanning, and supporting actionable feedback. Common challenges included time constraints, especially the medical knowledge section and difficulty assessing items not easily observable. Suggested improvements included streamlining content, improving accessibility, and adding visual aids or QR‑linked resources. Discussion Structured OB and MSK POCUS checklists were feasible to integrate into Family Medicine workflows and were perceived as highly useful for guiding direct observation and feedback. The tools facilitated competency‑based progression for residents. Through iterative PDSA cycles, usability and workflow alignment improved, and both checklists demonstrated strong educational value despite time pressures and variation in faculty involvement. Limitations include small sample size, concentration of assessments among a few faculty, and reliance on perceived utility rather than objective performance metrics. Overall, This pilot provides a scalable model for structured POCUS assessment in Family Medicine. Next steps include gathering data on the tools’ utility for assessing competency and guiding skill development, as well as further faculty development and expansion across additional POCUS domains.
The Tapestry of Us: A Place-Based Narrative Medicine Workshop Integrating the Native Hawaiian Framework of Pilinahā
(2026-01-31) Takata, Julia; Wong, Kasen; Balaraman, Kalpana; Matsunaga, Masako; Gowda, Deepthiman; Schiff-Elfalan, Teresa
Title: The Tapestry of Us: A Place-Based Narrative Medicine Workshop Integrating the Native Hawaiian Framework of Pilinahā Authors: Julia Takata1, Kasen Wong1, Kalpana Balaraman1, Masako Matsunaga1, Deepu Gowda2, Teresa Schiff-Elfalan1 Affiliations: 1John A. Burns School of Medicine at the University of Hawai‘i 2Kaiser Permanente Bernard J. Tyson School of Medicine Context Narrative medicine is a practice of clinical and pedagogical listening that equips healthcare professionals to receive and honor stories of illness with humility, empathy, and ethical responsibility. Through literary methods such as close reading, reflective writing, and facilitated group discussion, narrative medicine nurtures skills of perspective-taking, curiosity, relationship-building, and patient-centered communication. Pilinahā is a framework for health based on Hawaiʻi community members’ interpretation of health as the feeling of being whole and connected. Pilinahā is derived from the Hawaiian word, pilina, meaning connection, and the Hawaiian word, hā, which represents a dual meaning for ʻehā, meaning 4, and hā, meaning breath. The four pillars of Pilinahā are: 1. Connection to place: to have kinship with ‘āina (land) 2. Connection to community: to love and be loved; to understand and be understood 3. Connection to past and future: to have kuleana (a purpose in the world) 4. Connection to your better self—to find and know yourself We are unaware of narrative medicine workshops fully organized around an Indigenous health framework. Objective Demonstrate the feasibility and impact of place-based approaches in narrative medicine using the Native Hawaiian health framework of Pilinahā to promote self-awareness, professional identity formation, and interpersonal connection. Description of Innovation In collaboration with indigenous health educators, we designed and implemented a two-day workshop for 40 participants at the John A. Burns School of Medicine (JABSOM). Participants included JABSOM faculty, JABSOM students, University of Hawaiʻi graduate students, and clinicians from health organizations across the state. The final cohort included 40 participants from a range of disciplines and institutional affiliations. Each day consisted of approximately 8 hours of narrative-centered activities, including close reading of creative works, reflective writing, small-group discussion, and plenary talks. All aspects of the workshop were informed by Pilinahā, including choice of texts (e.g., local poetry, Hawaiian music), writing prompts, and activities (e.g., observation in a Hawaiian healing garden). The workshop design was co-created with Indigenous health educators. Evaluation of Innovation Participants completed retrospective pre- and post-workshop surveys evaluating attainment of learning objectives, understanding of narrative medicine and Pilinahā concepts, and new professional identity insights. Quantitative data were analyzed using Wilcoxon signed-rank tests; qualitative data underwent thematic coding. Among 23 respondents, statistically significant improvements were observed for all survey items (p < 0.01), related to understanding of narrative medicine and Pilinahā concepts. Qualitative feedback revealed participant interest in incorporating narrative medicine and Pilinahā approaches into teaching (12), clinical practice (11), and personal enrichment (16). Participants noted increased awareness of the impact of culture and place on health, and an increased interest in building their observation, reflection, and facilitation skills to foster connections in their relationships with their students, patients, and the broader community. Strengths included cultural grounding, interdisciplinary participation, and strong faculty engagement. Evaluation was limited by selection bias and lack of a comparison group. However, the evaluation plan was focused on feasibility, acceptability, and examination of exploratory outcomes. Discussion/Key Message Integrating Indigenous frameworks with narrative medicine pedagogy is feasible and impactful. Although Pilinahā is an Indigenous health framework local to Hawaiʻi, the importance of connection to place, people, and time is generalizable to many other settings and communities. Additionally, we feel that the model of partnering with and co-creating place-based learning with local Indigenous health experts and perspectives may be particularly productive and applicable to diverse educational settings. Target Audience Medical educators of all disciplines (i.e. both UME and GME)
Escaping the ICU: Gamification-Based Learning Room Through Escape Room for Critical Care Medicine Education
(2026-01-31) Capirig, Christian John S.; Ali, Abulhassan; McCardell-Malone, Reed; Kondo, Shunsuke; Clarke, Collin; Kadamoto, Blake; Wong, Sharon; Tacata, Rachel; Garcia, Joshua; Corpuz, Austin; Matsuda, Brent
Implementation and Evaluation of a First Aid Training Workshop for Medical Students
(2026-01-31) Sharma, Karina
Context Medical school students are exposed to many situations in which emergencies could arise yet first aid training is not provided at entry. Objectives The goal of this initiative was to improve first-year medical students’ confidence and competency in managing common emergency scenarios through a structured first aid workshop. The project aimed to fill a gap in early medical education by providing both foundational knowledge and practical skills in first aid. Description of Innovation A blended first aid workshop was developed, consisting of an asynchronous online module followed by an in-person, hands-on skills session. The online module was developed using the American Red Cross FIrst Aid curriculum and covered how to evaluate an emergency scene, activate EMS, assess responsiveness, assess airway, breathing and circulation, treat an unresponsive victim, treat a choking victim, treat anaphylaxis, treat an opioid overdose, manage shock in the field, treat open and closed wounds, treat a bone or joint injury with a splint and sling, and treat a burn. The in-person component allowed small groups of 6 to 7 students to practice emergency response techniques, including scene assessment, airway and breathing evaluation, choking interventions, EpiPen administration, tourniquet use, and splint/sling application. The workshop was implemented for 77 first-year medical students at the University of Hawaiʻi John A. Burns School of Medicine during their first block. Evaluation of Innovation The workshop was evaluated through student-perceived comfort performing the skills taught and performance on a multiple choice question quiz. Data analysis was conducted using Microsoft Excel. The multiple-choice quiz was graded out of 10 and the average score was calculated. Comfort was measured on a 5 point scale with 1 being not comfortable and 5 being very comfortable. Average comfort score was calculated for each skill before and after the workshop. Average score before and after the workshop was compared with a student’s t test and p values were recorded. After completing the workshop, students answered the multiple-choice question quiz with a 100% completion rate and 91% accuracy. Furthermore, the students' confidence in performing first aid and responding to an emergency situation significantly increased across all skills evaluated (p<0.001) as per their survey responses also with a 100% completion rate. Discussion/Key Message The demonstrated efficacy of this workshop highlights the value of incorporating structured first aid training into medical education. These results align with prior studies demonstrating that early exposure to emergency and first aid training improves preparedness and self-efficacy (Ghory et al., 2017; Stodola et al., 2024). The online format of the module allows this workshop to be easily repeated by providing the workshop link to future medical school classes. However, upperclass student volunteers are needed to run the in-person skills sessions. Overall, this training can enhance the preparedness of medical students and contribute to a more comprehensive medical school learning experience. Target Audience This innovation is relevant to medical educators, curriculum designers, and academic leaders seeking to improve emergency preparedness and practical skill development among preclinical medical students. References Ghory, H., Carter, W., Konopasek, L., Kang, Y., Flomenbaum, N., & Sperling, J. (2017). Introductory Emergency Medicine Clinical Skills Course: A Daylong Course Introducing Preclinical Medical Students to the Role of First Responders. MedEdPORTAL : the journal of teaching and learning resources, 13, 10533. https://doi.org/10.15766/mep_2374-8265.10533 Stodola, M., Lantz, M., Chen, T., Marelich, A., & Philip, I. (2024). First Aid Curriculum for Second Year Medical Students. Journal of education & teaching in emergency medicine, 9(3), SG63–SG104. https://doi.org/10.21980/J8FH2J
Building the Rural Physician Pipeline: Outcomes of the Neighbor Island Medical Scholars Program
(2026-01-31) Ooka, Josh; Simmons, Zoey; Shontell, Ryan Kealiʻi; Tamashiro, Kennedy Kainoa; Omori, Jill
Title: Building the Rural Physician Pipeline: Outcomes of the Neighbor Island Medical Scholars Program Authors: Josh Ooka1, Zoey Simmons1, Ryan Keali’i Shontell, PhD1, Kennedy Kainoa Tamashiro1, Jill Omori, MD2 Affiliation: 1 John A. Burns School of Medicine, University of Hawai’i at Manoa 2 Office of Medical Education, John A. Burns School of Medicine, University of Hawai’i at Manoa Intro Hawaiʻi is experiencing a physician shortage. As of 2024, the shortage was estimated to be 21% statewide and ranging from 24-41% on rural neighbor islands.1 The Neighbor Island Medical Scholars Program (NIMSP) was created to increase neighbor island high school students’ interest in a career in medicine with the long term goal of addressing this shortage. Students attend the Medical Diagnosis and Treatment (MDT) Program at the John A. Burns School of Medicine where they engage in hands-on activities and clinical skill workshops in a medical school environment. Upon returning home, students shadow a community physician, gaining clinical experience and mentorship. Exposure to medicine in academic and clinical settings aim to increase interest and readiness for medical careers. Objectives This study evaluates NIMSP as a rural physician pipeline by examining applicant demographics, equity in selection, and changes in self efficacy, medical career knowledge, and preparedness for a career in medicine. Methods Inclusion criteria were applicants who 1) attended a public or charter school on the neighbor island 2) in grade 10-12 3) completed NIMSP. A descriptive program evaluation of NIMSP (2023-25) used aggregate, de-identified data from administrative records (describing reach and demographics) and anonymous pre/post surveys assessing self-reported knowledge and confidence. Surveys used a 5-point Likert scale in a single-group, repeated cross-sectional design. Primary outcomes were 1) applicant and acceptance counts by island and year 2) changes in key items (belief in evaluating a healthcare problem, belief in becoming a physician). Results From 2023 to 2025, a total of 62 applications were received from five Neighbor Islands, resulting in 28 acceptances. Applications were most frequently submitted from Hawaiʻi and Maui, followed by Kauaʻi, Lānaʻi, and Molokaʻi. Despite variation in application volume, the proportion of accepted applicants remained consistent, reflecting equitable selection. Most applicants were in grade 11 (17–22% annually), followed by grades 10 and 12, suggesting early pipeline engagement. Pre- and post-program surveys demonstrated measurable gains in participants’ capacity to pursue and their understanding of a career in medicine. The largest improvements were observed in knowledge of the medical student experience, confidence in researching and presenting health topics, and awareness of application and financial aid processes. Discussion NIMSP consistently included students from all five major neighbor islands, demonstrating its wide reach in providing an early introduction to medical experiences. Efficacy is shown by improvements in students’ healthcare related self efficacy, knowledge of pathways to medicine, and confidence in clinical skills, addressing informational and motivational barriers to a career in medicine. Integrating local physician mentorship within the program offers students opportunities to explore medicine in their own communities, potentially strengthening their desire to return home to practice medicine. By fostering early interest and readiness for a career in medicine, NIMSP constructs a pipeline for students from rural islands to pursue medical careers. Future efforts will track NIMSP longitudinally to determine long term impact. NIMSP can provide a successful model to address Hawai’i’s physician shortage. Target Audience Educators, policymakers, and community stakeholders in medical education, workforce development, and rural health interested in strengthening Hawai’i’s healthcare pipeline. References Satiani A, Niedermier J, Satiani B, Svendsen DP. Annual Report on Findings from the Hawaii Physician Workforce Assessment Project.; 2024:710-713. Accessed September 8, 2025. https://ahec.hawaii.edu/ahecsite-forhealthcareprofessionals/workforce-data.html
From California’s San Joaquin Valley to Beyond: The Primetime Model for Pre-Medical Clinical Skills Training and Health Equity
(2026-01-31) Pama-Ghuman, Ajmeet; Ghazali, Farhad; Yang, Nickie; Mandair, Avneet; Colon, Alanis; Manzo, Rosa
Context: California’s San Joaquin Valley (SJV) communities have historically experienced economic disenfranchisement, poor health outcomes, and limited access to healthcare. The ratio of physicians per 100,000 population in the SJV who provide patient care is 36% lower than the statewide ratio. The UC Health workforce recommends recruiting pre-medical students from SJV to improve the physician pipeline. Primetime is a UCSF medical student-run organization focused on empowering SJV pre-medical students to become competent physicians through medical school application and interview workshops, mentorship, and networking events. We sought to evaluate the impact of a clinical skills workshop on self-rated confidence and knowledge of workshop objectives and the perceived access to clinical opportunities in the SJV. Description: Using the 2025 Primetime participant survey data, workshops focused on presenting predominant health issues in the SJV. The 5-hour event comprised five workshops led by medical students and faculty: American College of Surgeons (ACS) Stop the Bleed (STB), Immigrant Health and History Taking, Vital Signs & Auscultation, Suturing, and Airway Management & Narcan. Students learned how to control severe bleeding via ACS STB certification, obtain culturally sensitive histories from immigrant patients via case-based simulation, measure vital signs and auscultate heart/lung sounds, apply suturing techniques, and intubate and administer Narcan (see Supplemental Material). Evaluation of Innovation: 30 students participated in the workshop, of whom 20 completed both a pre and post survey and were included in the analysis. The inclusion criteria were ≥ 18 years of age, participation in the workshop, and submission of both surveys. The surveys assessed participants’ confidence and knowledge related to workshop-specific topics using a 5-point Likert scale (1 = not confident, 5 = very confident). Pre-and post-survey responses were compared using paired t-tests. Mean self-rated confidence increased across all workshop skills (p < 0.0001). Self- reported confidence improved for STB (M = 1.8 to 4.6), history-taking (M = 2.2 to 4.2), auscultation (M = 2.0 to 3.9), vital signs (M = 1.0 to 4.0), suturing (M = 2.3 to 4.3), Narcan (M = 1.8 to 4.9), and airway (M = 1.45 to 4.3). Knowledge scores increased from (M = 3.0 to 3.9) (p < 0.01). Also, 41.6% of participants rated the accessibility of clinical experience opportunities as a 2, while 33.3% rated accessibility as 3 on a 5-point scale (1 = poor, 5 = excellent). Participants represented diverse demographic and academic backgrounds consistent with the typical medical school applicant pool. Our aim to serve participants of underrepresented minority status (62.5%), income below the poverty line (50.0%), and from undergraduate institutions in or proximate to the SJV (87.5%) was successfully achieved. Discussion: The Primetime Clinical Skills Workshop successfully engaged students from underrepresented minority backgrounds and provided clinical skills training to individuals with limited access to clinical opportunities. By offering hands-on clinical experiences in a structured environment, the workshop addressed barriers related to limited clinical exposure, mentorship, and career preparatory resources faced by students from underserved communities. Limitations of our study include the small sample size, which may affect generalizability. Future directions of this program include implementation of a comprehensive longitudinal clinical skills program with prospective assessment of matriculation into medical school. Target Audience: Core elements of this workshop are readily applicable to pre-medicine, nursing, PA, pharmacy, and community health worker programs. Institutions that lack access to simulation centers can replicate the model using portable equipment, community partnerships, and recruiting interprofessional faculty. This model can be adopted by diverse educational programs seeking to strengthen early clinical exposure and workforce readiness in healthcare.
Impact of ITE Score Driven Curriculum Changes in a Pediatric Residency Program
(2026-01-31) Ye-Tay, Joselyn; French, Gina; Fakaosita, Marissa; Di Rocco, Jennifer
Background Performance on the Pediatric In-Training Examination (ITE) is a commonly used predictor of readiness for board certification. To address variability in ITE performance across residency classes, our program implemented a structured board review curriculum integrated into protected educational time alongside academic half-day (AHD) restructuring to emphasize key exam domains. Objectives To describe and evaluate the effect of implementing/restructuring a syllabus (longitudinal structured board review curriculum, MR board question and AHD curricula) on pediatric ITE performance across training levels. Methods All pediatric residents were included (8 per PGY level) from 2021–2025 at a pediatric residency program. ITE scores were analyzed longitudinally across PGY levels. Interventions included: - Board Review Friday: residents who scored less than 80% predicted pass on the ITE were required to attend and the rest of the residents were invited. Residents independently reviewed a focused topic, then completed approximately 10 board-style questions at the start of the session. Faculty facilitated group discussion emphasizing reasoning, differential diagnosis framework, and clinical decision pathways. - Morning Report “High-Yield Question” Review: MedStudy or PREP questions were used to briefly reinforce a previous topic. - Academic Half-Day restructuring: the core content was aligned with pediatric ABP content over a 3 year cycle, with additional emphasis placed on low scoring ITE domains - Reinforcement of attendance to AHD and morning report. Results The current residents who experienced the implementation demonstrated a greater rate of ITE score improvement across three years of residency compared to that of the last class before the interventions (Figure1). Improvement was particularly robust in the Universal task: “Management and Treatment”, from an average of 60% to 75% (including PGY2 and PGY3). Conclusions A structured board review curriculum integrated into formal educational time, combined with targeted AHD content redesign, was associated with meaningful improvements in pediatric ITE performance across training levels in a community-based residency program. Gains were evident not only in overall scores and predicted pass rates, but also across cognitive skill domains essential to clinical decision-making. This model is feasible, resource-conscious, and transferable to other residency programs seeking to strengthen board preparation.

Browse

Recent Submissions