Poster Presentations

First Author: Daniel Kuo

Objective: Beginning in early 2028, the American Board of Radiology (ABR) will switch back to oral board examinations from the current computer-based certifying exam, necessitating residency training programs to redesign their curriculum structure to align with this testing format. This study aims to design and implement a longitudinal, gamified, team-based oral board curriculum for early radiology residents and evaluate its impact on resident comfort, confidence, and perceived preparedness.

Methods: Over the course of 6 months, first- and second-year residents participated in a monthly gamified team-based longitudinal oral case curriculum that consisted of attending physicians presenting cases, generating related oral board-format questions, and proctored sessions. Teams of residents were asked to describe imaging findings and answer subsequent related questions to earn “points” for their team. Participants were given an anonymised online survey using Likert scale items before and after the completion of the five sessions, the results of which were analyzed and assessed for differences in attitudes regarding the oral board format and personal sense of preparedness.

Results: Prior to the course, residents expressed a general discomfort in answering oral board-style questions. After completing five sessions, there was a statistically significant increase in all metrics, including perceived knowledge of how to present an oral boards case, comfort in presenting cases, motivation to study, and understanding of relative knowledge compared with peers. Additional questions gauging resident attitudes toward the intervention were included in the post-intervention survey. Across the new survey items, the majority of respondents indicated agreement or strong agreement that the sessions reduced anxiety associated with taking oral board cases, improved their thought process for both case interpretation and image interpretation, and enhanced their understanding of how to approach an oral case. Furthermore, they also reported increased comfort taking oral cases after participating in the activity, with many noting that the small-group format contributed substantially to this improved comfort compared with presenting in front of the full residency cohort.

Conclusions: After five monthly sessions, residents showed statistically significant improvements across all repeated survey domains, including perceived knowledge of how to present an oral boards case, comfort with oral case presentation, motivation to study, and understanding of relative knowledge compared with peers. The additional post-intervention survey items further highlight that residents valued the gamified format, with many agreeing or strongly agreeing that it helped increase comfort and understanding. In this study, we implemented and evaluated a gamified, team-based oral case curriculum for first- and second-year radiology residents and found it to be an effective approach for improving early trainee preparedness for both the cognitive and communicative demands of the oral examination format. Some limitations include sample size being restricted to one institution, reliance on self-reported survey data, and the short duration of the intervention. Moving forward, we aim to correlate engagement in the curriculum with exam performance, correlate survey findings with rubric scores, and validate this approach with multi-institutional collaborations. 

First Author: Dr. Kayvan Barekatain

Letters of recommendation play a critical role in colorectal surgery (CRS) residency selection but are often criticized for rating inflation, inconsistent structure, and limited ability to differentiate applicants. The standardized letter of recommendation (SLOR) was redesigned to improve clarity, comparability, and evaluative utility. We aimed to assess early perceptions of the redesigned SLOR among letter writers and program directors after its first year of implementation.

We conducted a parallel mixed-methods study using anonymous electronic surveys distributed to colorectal surgery letter writers and program directors following the 2025–2026 application cycle. Quantitative survey responses were summarized descriptively. Open-ended responses were analyzed using a combined inductive–deductive thematic approach guided by Proctor’s implementation outcomes framework.

Response rates were 30% for letter writers (118/394) and 55% for program directors (41/74). Most letter writers reported the SLOR was easy to use (66%), had clear rating anchors (67%), and was an appropriate length (71%), although only 38% felt it saved time compared with traditional letters. While 57% and 60% reported the form allowed them to convey applicant strengths and weaknesses, respectively, only 17% reported describing a true weakness in practice. Among program directors, 66% agreed the SLOR contained information they valued, and 53% felt it helped distinguish applicants. Nearly half (46%) perceived greater variability in scoring compared with prior cycles. Qualitative analysis identified themes of improved structure and comparability, but persistent concerns regarding impersonal formatting, rating inflation, advocacy-driven scoring, and continued reliance on informal communication to clarify applicant quality.

The redesigned CRS SLOR improved perceived structure, clarity, and usability for both letter writers and program directors. However, rating inflation, advocacy dynamics, and inconsistent implementation continue to limit discriminatory capacity. Structural redesign alone may be insufficient to recalibrate evaluation culture, highlighting the need for faculty education, calibration, and continued refinement of the SLOR.

First Author: Erik J. Modlo, MD, MBA, IFMCP

Objective: To evaluate structured reflective practice as a method for assessing learners' baseline functional medicine knowledge and subsequent integration of systems biology approaches following a two-week clinical rotation. Traditional testing methods do not adequately capture the conceptual shift from conventional medical reasoning to systems-based clinical thinking required in a functional medicine approach to patient care. 

Methods: Medical students and residents completed structured reflective practice exercises at the beginning and conclusion of their two-week rotation at Cleveland Clinic's Center for Functional Medicine, using prompts aligned with the Functional Medicine Matrix and GOTOIT framework. Pre- and post-rotation reflections were analyzed to assess changes in systems thinking, root cause analysis, and application of functional medicine principles to patient care concerns.

Results: Analysis of paired reflections (n=10) demonstrated substantial progression in clinical reasoning approaches over the two-week rotation. Pre-rotation reflections indicated a limited understanding of functional medicine concepts, as learners primarily utilized traditional diagnostic frameworks and concentrated on symptom management. Post-rotation reflections showed marked evolution: students identified upstream root causes, incorporated lifestyle and environmental determinants of health, demonstrated facility with the Functional Medicine Matrix as an organizing framework, and applied systems biology principles to patient assessment. Learners progressed from isolated problem lists to interconnected clinical narratives that incorporate a patient's primary complaints within more extensive physiological systems and life contexts.

Conclusions: Reflective practice effectively captures the conceptual transformation occurring during intensive functional medicine training, revealing both baseline knowledge deficits and post-rotation competency development. This pre/post assessment approach provides educators with insight into how learners assimilate systems biology frameworks and apply them to clinical reasoning within a compressed timeframe. The method demonstrates particular value for formative assessment in specialties requiring paradigm shifts from conventional medical training. Implementation of structured reflection at rotation boundaries enables programs to document learner progression while helping students recognize their own evolving clinical reasoning capabilities.

First Author: Ria Tilve

Objective: In 2019, the Case Western Reserve University School of Medicine developed a third-year longitudinal integrated clerkship (LIC) as an alternative to traditional block rotations (TBR), with LIC students training at MetroHealth Medical System, an urban county hospital system serving marginalized populations in Cleveland, Ohio. To accommodate increasing interest, the LIC expanded from 4 to 8 students in 2024, introducing challenges in recruiting and retaining clinician educators. To support preceptors, a financial incentive was introduced, offering teaching percentages to offset clinical time and optional patient load reductions. A prospective cohort study exploring preceptor workload, career satisfaction, and teaching experiences was conducted to assess the sustainability of these changes.

Methods: This prospective cohort study evaluated MetroHealth faculty LIC and TBR preceptors. Participants completed a survey including Likert-style questions based on their experience, the Mini-Z burnout questionnaire, and open-ended questions. LIC preceptors were also invited to participate in a 20-minute semi-structured interview focused on predefined topics related to workload, documentation time, and mentoring experiences.

Results: Preliminary findings indicate that most preceptors are satisfied with their job, though >50% report some form of burnout symptoms. Stress was extremely common, and nearly two-thirds report discontent with the time constraints around documentation. Compared to TBR preceptors, LIC preceptors were more likely to report higher career satisfaction, unaffected clinical efficiency, and adequate documentation time. Qualitative responses suggest that longitudinal relationships with students and structured financial support contributed positively to teaching experiences.

Conclusions: Preliminary findings indicate that most preceptors are satisfied with their job, though >50% report some form of burnout symptoms. Stress was extremely common, and nearly two-thirds report discontent with the time constraints around documentation. Compared to TBR preceptors, LIC preceptors were more likely to report higher career satisfaction, unaffected clinical efficiency, and adequate documentation time. Qualitative responses suggest that longitudinal relationships with students and structured financial support contributed positively to teaching experiences.

First Author: Laurent Del Angel Diaz

Objective: The purpose of this intervention is to provide a structured, ongoing oral board preparation curriculum that is integrated with residents' clinical experiences, aimed at improving their performance on the American Board of Anesthesiology (ABA) Applied Examination. This approach is crucial in ensuring residents develop critical thinking, effective communication, and confidence over time, rather than relying on last-minute cramming

Methods: The intervention involves two main components: Standardized Oral Examination (SOE) preparation and Objective Structured Clinical Examination (OSCE) preparation. Weekly faculty-led oral board sessions are aligned with residents' current clinical rotations (thoracic, cardiac, obstetric, and critical care anesthesia) to enhance real-time clinical reasoning. Additionally, monthly mock oral exams simulate exam pressure in a public forum. The OSCE component includes simulation and hands-on workshops, focusing on technical skills and professional behaviors, including monitor interpretation, TTE, POCUS, and crisis management. A unique feature is structured video review, where mock exams are recorded, and residents receive comparative feedback from self-assessment and faculty evaluation

Results: Early feedback from residents and faculty has been overwhelmingly positive, indicating increased preparedness, reduced anxiety, and improved self-reflection. Preliminary data show that residents are more confident in presenting clear, structured responses and handling pressure, as evidenced by their performance in mock exams. Furthermore, residents report greater comfort with technical skills, such as ultrasound and vascular access, following OSCE workshops. Longitudinal data on board passage rates and performance outcomes are currently being collected to assess the full impact of the curriculum.

Conclusions: This longitudinal, integrated curriculum is a promising model for enhancing oral board preparation in anesthesiology residents. The combination of real-time clinical application, regular mock exams, hands-on workshops, and structured self-assessment appears to significantly improve residents' readiness for the ABA Applied Examination. Continued data collection will provide more insight into its impact on board passage rates and overall clinical competence.

First Author: Nathaniel Ruppert

Objective: Despite an increasingly complex regulatory and financial healthcare system, formal instruction on the business and operational aspects of medical practice remains limited in medical school curricula. To address this gap, we developed an elective to introduce students and residents to key aspects of healthcare delivery, physician leadership, and core principles of the business of medicine. 

Methods: The elective was offered to CWRU medical students and UH internal medicine residents as a 12-session course consisting of weekly 1.5-hour interactive seminars with completion of a pre- and post-course survey. The topics covered included basic healthcare economics, physician compensation, contract negotiation, practice management models, physician-specific financial literacy, healthcare policy and advocacy, quality and value-based care, entrepreneurship, and emerging healthcare technologies. A key component of course development was collaboration with the CWRU alumni network and Veale Institute for Entrepreneurship, which facilitated recruitment of physician healthcare executives, entrepreneurs, and industry professionals from the greater Cleveland area and beyond to serve as speakers and mentors.

Results: Student and resident interest was substantial, with 121 initial sign-ups and approximately 40 students and residents completing the full course. Post-course survey responses demonstrated significantly greater perceived understanding across 13 of 15 business-of-medicine domains compared with pre-course responses (Mann–Whitney p < 0.001 for most domains). Domains with the largest perceived improvement included principles of physician compensation, contract negotiation, and medical billing.

Conclusions: Participation in a zero-credit evening elective alongside demanding clinical and academic schedules exemplifies the strong demand among young and future medical professionals for education addressing the business dimensions within medical practice, non-clinical career pathways, and innovation. Student-faculty collaboration and alumni engagement enabled the recruitment of physician leaders and real-world perspectives seldom incorporated into formal curricula. These alumni partnerships may be a reproducible model for expanding business education in medical training.

First Author: Sakhi Bhansali

Objective: Background: In the 2024 survey of the Cleveland Clinic adult neurology residents ,84% (47/56) expressed interest in a dedicated global neurology education curriculum. 

Purpose: In response, a resident-led Global Health Neurology Education Program was launched. To address gaps in neurology training related to global health and create opportunities for education, research, and clinical engagement.

Methods: Program Description: 

A team of residents (PGY-2 to PGY-4) and faculty developed a curriculum that included Didactics, grand rounds, international virtual conferences, geographic mentor/mentee pods and local engagement."

Results: Didactics: Integrated into noon conferences, focusing on global epidemiology and management of neurological disorders with goals of creating awareness about epidemiology, approach to diagnosis and treatment of common neurological disorders worldwide. We aimed for 4 talks for the year. In 2025, 79% (27/34) and 41% (14/34) found didactics and grand rounds most engaging, respectively. 

Grand Rounds: Featured expert speakers on topics such as neurosurgical practice in Ghana, tropical neuroinfectious diseases, and epilepsy care in South America. We hosted 3 visiting faculty in 2024-2025 academic year  

International virtual Conferences: Case discussions and journal clubs with the Neurological Society of Ghana, with over 80 participants. Interest was 60% (29/48) in 2024 and 47% (16/34) in 2025. 

Geographic mentor/ mentee Pods: Interested residents were paired with faculty mentorship in host country and home institution to pursue a 4 week away elective. In 2024, 44% (15/34) expressed interest in similar opportunities. In 2025, one resident completed an away rotation through this track. 

Local Engagement: Collaborated with refugee integration organizations to provide health education to underserved communities. 

After one year, 79% (27/34) of residents were satisfied with their global neurology exposure. The majority (79%) sought a deeper understanding of diverse health systems and culturally competent care.

Conclusions: A resident-led global neurology curriculum is feasible, fosters both instructive and collaborative learning.  

First Author: James Alsop

Objective: To evaluate the feasibility and preliminary educational impact of a longitudinal artificial intelligence (AI)-supported feedback curriculum on pediatric critical care fellows’ feedback skills. Structured feedback is a core competency in graduate medical education, yet longitudinal, skills-based training in challenging feedback conversations remains uncommon.

Methods: In a single-center educational intervention, pediatric critical care fellows participated in an initial workshop on structured feedback strategies followed by longitudinal AI-simulated feedback encounters embedded in clinical practice. Outcomes were assessed using (1) pre-/post-intervention fellow surveys measuring self-reported confidence and perceived feedback skill on 5-point Likert scales, and (2) objective scoring of simulated feedback encounters using a structured rubric derived from FEEDME-Provider domains. Additional longitudinal measures included resident-reported feedback quality surveys to measure resident response to feedback changes.

Results: All participating fellows completed baseline and immediate post-workshop surveys and objective simulations. Preliminary survey data demonstrated improvement in fellows’ self-reported confidence across multiple feedback domains. Objective rubric scores showed modest change in overall performance following the initial workshop, without a consistent pattern of improvement across all domains. Longitudinal simulation, resident survey, and faculty-validation data are being collected to assess skill retention, transfer to clinical feedback practice, and alignment between AI and faculty scoring. 

Conclusions: An AI-supported feedback curriculum appears feasible for fellowship training and allows collection of both self-reported and objective performance outcomes. Early findings suggest that while fellows may experience improved confidence after workshop participation, measurable behavioral change may require repeated longitudinal practice. This model may offer a scalable approach to feedback training in time-constrained clinical learning environments. 

First Author: Sapna Shah

Objective: In 2024, the Division of Endocrinology launched an annual Quality Improvement (QI) Symposium to enhance systems-based learning, promote collaboration, and increase scholarly output among fellows and faculty. The initiative created a structured forum for presenting division-led QI projects, fostering mentorship, and aligning improvement efforts with institutional priorities in endocrine and metabolic care. To assess the impact of the QI Symposium on the number and scope of QI projects developed and presented within the Division of Endocrinology since its implementation.

Methods: A retrospective review was performed of QI projects presented within the division from 2024 through 2026. Projects were categorized by lead author (fellow, faculty, or multidisciplinary team), clinical focus, and dissemination level (local, regional, or national). Data from 2023 were used as a baseline for comparison.

Results: No QI projects were presented in 2023. Following implementation of the symposium, presentations increased to 3 in 2024 and 8 in 2025, with 2026 data pending. Thematic diversity expanded from primarily diabetes-related initiatives to include inpatient endocrine consult efficiency, adrenal and thyroid care pathways, and hypoglycemia prevention. Several fellow-led projects advanced to regional presentation, reflecting growing scholarly engagement and mentorship impact.

Conclusions: The introduction of a structured QI Symposium led to a clear increase in project development and scholarly dissemination within the Division of Endocrinology. This model effectively integrates QI education with academic productivity and offers a replicable framework for other subspecialty programs.

First Author: Ria Tilve

Point-of-Care Ultrasound (POCUS) offers a powerful opportunity to integrate anatomy, pathophysiology, and clinical decision-making at the bedside. Within Longitudinal Integrated Clerkship (LIC) programs, where students follow patients across settings, POCUS can reinforce clinical reasoning through iterative application. However, structured sessions that intentionally link ultrasound skills to medical decision-making remains challenging, and LIC programs rarely include any longitudinal POCUS training. A case-based POCUS session was designed using the I-AIM (Indication, Acquisition, Interpretation, and Medical Decision-Making) framework to explicitly integrate clinical reasoning for LIC students.

A 3-hour cardiopulmonary-focused POCUS session was developed for LIC students at MetroHealth. Pre-session materials included short instructional videos and clinical prompts. During the session, students rotated through structured cases built around a common presenting complaint. Each case followed the I-AIM framework: students first identified indications for POCUS and then practiced image acquisition on standardized patients to review normal anatomy. Ultrasound simulation technology was subsequently used to demonstrate pathologic findings, prompting guided interpretation and discussion of differential diagnosis and management decisions.

Student feedback highlighted several key strengths, including improved image acquisition and interpretation skills. Learners valued direct guidance from experienced technologists and reported greater confidence integrating ultrasound findings into clinical decision-making. They described the small group structure as fun, engaging, and particularly effective in creating a supportive environment that allowed them to comfortably learn, practice, and ask questions. The opportunity for extensive hands-on practice, especially scanning standardized patients, was essential to skill development.

Designing POCUS sessions around a structured clinical reasoning framework can enhance the educational impact of ultrasound training within LIC programs. By intentionally linking indication, acquisition, interpretation, and medical decision-making, this session model promotes deeper integration of diagnostic skills with patient care. This approach offers a practical template for educators seeking to design POCUS experiences that extend beyond technical proficiency to foster longitudinal clinical reasoning development.

First Author: Moises Auron

Objective: This educational innovation addresses the lack of structured mentorship by introducing a multidimensional model that intentionally integrates emotional intelligence and grit into professional relationships. This intervention is critical, as learners and early-career faculty often struggle to identify the aligned mentorship necessary for professional growth, well-being, and leadership formation.

Methods: We present a curriculum built upon four core components: Effective Mentorship (emphasizing flexibility, accountability, and inspiration); Emotional Intelligence (focusing on self-awareness, empathy, and regulation); Adaptive Communication (tailoring messaging for impact); and Grit (fostering perseverance toward long-term goals). Through interactive discussions and reflective exercises, participants will explore how to apply these concepts in real-world academic environments.

Results: Evaluation via pre- and post-session surveys and qualitative feedback assessed changes in participant confidence, understanding, and implementation intent. The data indicates that effective mentorship requires intentional skill development rather than reliance on clinical experience alone. Furthermore, findings highlight that emotional intelligence is a critical, though often undervalued, component of successful mentoring relationships. Participants expressed a strong intention to implement these strategies, validating the program's perceived innovation and utility. Collectively, these results support the adoption of this multidimensional model as a scalable approach to strengthening academic mentoring cultures.

Conclusions: Early experience shows that strong mentorship doesn’t happen automatically with clinical experience—it requires deliberate skill-building. The findings also highlight that emotional intelligence, while often overlooked, is central to creating meaningful and transformational mentoring relationships. Together, these insights support a practical, scalable model that can help institutions foster more inclusive mentoring cultures and embed structured mentorship training into faculty development.

First Author: Alveena Syed

Objective: MEDBridge is grounded in established mentorship models used by leading academic organizations (informed by ACGME and AAMC mentoring frameworks), adapted to our institution unique educational ecosystem. The program is being implemented at a large academic medical center in the Midwest region (Cleveland Clinic). Participants include residents and fellows from multiple specialties with interest in medical education and faculty physicians with experience in teaching and educational leadership.

Methods: MEDBridge is a 12-month mentorship and career development program supporting trainees pursuing careers in medical education. Core components include a kickoff orientation introducing educational career pathways; structured mentor–mentee pairings; longitudinal mentorship through one-on-one or small-group meetings; and quarterly workshops focused on teaching skills, academic career planning, leadership development, and professional identity formation. Each participant develops an individualized academic development plan with mentor guidance. The program concludes with a capstone reflective session in which trainees share progress, challenges, and next steps. MEDBridge is integrated within existing educational initiatives to enhance feasibility and sustainability. MEDBridge program is currently in its first (pilot) year.

Results: Program impact is currently being assessed using mixed methods. Pre- and post-program surveys measure changes in trainee confidence, clarity of career goals, and preparedness for academic educator roles. Quantitative outcomes include changes in self-reported confidence and preparedness scores. Qualitative data are collected through open-ended survey responses and capstone reflections to explore participant experiences, mentorship quality, and perceived program value. We will be publishing results at the end of pilot year. 

Early findings demonstrate strong trainee interest in structured mentorship for careers in medical education and highlight unmet needs for formal guidance in educational career development. A longitudinal mentorship model combined with intentional skill-building and reflection is feasible within existing educational infrastructure. Key lessons include the importance of clear expectations, mentor engagement, and alignment with institutional priorities. This model has strong potential for broader dissemination to support the physician-educator workforce and promote sustainability in academic medicine."

Conclusions: MEDBridge represents a feasible and structured approach to supporting trainees who aspire to careers in medical education. By combining longitudinal mentorship, targeted skill development, and guided career planning, the program addresses an important gap in traditional residency and fellowship training. Early experiences suggest that integrating mentorship with existing educational infrastructure can foster greater clarity in career pathways and strengthen preparedness for academic educator roles. Findings from the pilot year will further inform program refinement and may provide a scalable model for institutions seeking to cultivate and sustain the future physician-educator workforce.

First Author: Gurinder Kumar

Objective: The mini CEX (Clinical Evaluation Exercise) is a workplace-based assessment tool intended to assess the clinical performance and a range of other skills such as communication skills, clinical judgment, professionalism, efficiency, and the overall clinical care while directly observing a real patient encounter. The clinical sessions are followed by structured feedback sessions between the assessors and the trainees. Mini CEX focuses on the actual performance and not just knowledge. Our objective was to determine the feasibility of having medical students receive at least 1 mini-CEX's in both the inpatient and newborn nursery settings from faculty evaluators.

Methods: Undergraduate medical students were assessed on various clinical skills including history taking, performing a physical examination, clinical judgment/diagnosis, counseling of patient relatives, overall competence, and organization efficiency related to major areas of the pediatric curriculum. The whole process was observed and recorded by the assessor in standard mini-CEX format. Each competency was graded on a scale of 1–9. The score of 1–3 was graded as unsatisfactory, 4–6 as satisfactory, and 7–9 as superior.

 Feedback was taken from medical student regarding whether they liked the overall process, their perception of the whole process, improvement in student's performance, their perception of the validity of method as an assessment of clinical skills, the level of anxiety, environment during the assessment and the adequacy of time provided for each encounter. 

Faculty members observed students’ clinical performance, provided real-time feedback, and documented scores. A post-assessment survey was conducted to assess Mini-CEX’s reliability and acceptability. 

The timeframe was 15 minutes observation and 10 minutes feedback.

Results: We had 4 students who have participated in Mini CEX starting Feb 2026 to date. Most of students agreed that this tool helped in realizing their strengths and weaknesses. It also helped them in improving their clinical skills. The feedback was considered useful for improvement in different domains. Similar observations were also noted by the faculty members. The current study is in progress.

Conclusions: Mini-CEX is an effective formative assessment tool in the undergraduate medical curriculum, providing structured feedback and fostering skill development. Its implementation can bridge gaps in conventional assessment methods, improve the quality of clinical education and feedback delivery to the student.

First Author: Hanan Shiekh Ibrahim,MD FACP

Objective: Early dementia is frequently underrecognized during clinical training, as subtle behavioral and functional changes are often first identified by family members rather than clinicians. This project aims to develop a scalable educational framework that trains neurology learners to integrate AI-supported family-reported cognitive screening and digital risk stratification into early dementia detection.

Methods: We developed a digital educational framework incorporating a pre-visit cognitive screening platform completed by family members through a secure patient portal prior to memory clinic encounters. The screening integrates validated instruments such as the AD8 alongside structured questions assessing executive function, sleep disturbance, mood symptoms, and functional decline. Responses are processed using a rule-based cognitive risk stratification algorithm that generates an explainable decision-support summary. Neurology trainees review the AI-generated cognitive risk profile prior to the clinical encounter and integrate these insights into diagnostic reasoning and triage decisions during patient evaluation.

Results: This work-in-progress educational model introduces a structured approach for incorporating family-reported cognitive signals and AI-assisted summaries into trainee decision-making. Pre-visit digital screening highlights early cognitive and functional red flags that may not be captured during routine clinical encounters. Trainees integrate the algorithm-generated risk profile with clinical assessment to identify appropriate diagnostic pathways, including neuropsychological testing, sleep disorder evaluation, biomarker-based dementia assessment, and memory clinic referral. The framework promotes systematic interpretation of behavioral and functional indicators that frequently precede formal cognitive diagnosis. By combining human clinical judgment with AI-assisted risk stratification, the model supports human–AI collaborative learning in cognitive neurology education.

Conclusions: Integrating AI-supported family cognitive screening into medical education offers a scalable strategy for teaching early dementia detection. This innovation combines digital health tools, explainable decision support, and structured clinical reasoning training to enhance recognition of subtle cognitive decline. Educational outcomes will evaluate trainee diagnostic reasoning, confidence in early dementia recognition, and concordance between AI-assisted screening outputs and clinical assessment, informed by the Kirkpatrick Model of educational evaluation.

First Author: Emily Simon

Objective: Narrative comments on end-of-rotation (EOR) evaluations are essential to competency-based assessment in surgical training, yet residents often perceive them as poor quality and variably useful. We explored resident and faculty perspectives on satisfaction with EOR comments, what constitutes high-quality comments and barriers to producing them.

Methods: This is a sequential mixed-methods study at a single academic general surgery residency. Semi-structured interviews with residents and faculty were thematically analyzed guided by the Relationships, Autonomy, Mastery, and Purpose (RAMP) framework. Findings informed survey development assessing perceived purpose, content, barriers, and satisfaction; responses were summarized using medians and interquartile ranges, and dichotomized Likert-scale responses were compared between residents and faculty using chi-square tests.

Results: 9 faculty and 8 residents completed interviews, identifying high-quality comments as specific, actionable, balanced, individualized, behaviorally anchored, timely, and purpose-driven. Faculty described relational risk and perceived repercussions as drivers of self-censorship (Relationships, Autonomy); residents emphasized limited autonomy due to delayed, one-way feedback (Autonomy). Both groups reported feedback quality was often poor (Mastery) and did not have a consensus of the goal of EOR comments (Purpose). 

22 residents and 22 faculty (39% response rate each) completed surveys: most agreed EOR comments are important for resident growth (73% and 68%) and progress (73% and 63%). However, most (86% residents; 78% faculty) reported receiving/writing high-quality comments half the time or less. Residents reported suggestions for improvement were present half the time or less in 95%, while 33% of faculty reported including suggestions most of the time/always (p=0.02).

Conclusions: Although both residents and faculty value EOR narrative comments, there is a gap between desired and actual comments. A motivation-informed (RAMP) framework highlights relational and autonomy constraints that may limit candor and actionability. Sustainable improvement will require a shared framework that clarifies the purpose, structure, and expectations for EOR comments.

First Author: Ese-Onosen Omoijuanfo 

Objective: Globalization has increased awareness of health disparities, prompting the integration of global health (GH) curricula into medical education. In response to critiques of traditional GH models—which often emphasized broad impact over equitable, sustained partnerships—a growing movement to decolonize GH has emerged. This shift has led to local global health “glocal” health initiatives, which apply GH principles to local health challenges. While “glocal” health education has been explored at the postgraduate level, its role in undergraduate and medical education remains underexamined. To address this gap, we conducted a scoping review of “glocal” health curricula. This study aims to characterize the design, reporting quality, and implementation features of published “glocal” health education specific to medical students. 

Methods: A medical librarian systematically searched nine databases for English-language articles published between 1/1/2000 and 12/26/2024. Studies were included if they described “glocal” programs based in the same country as the educational institution and/or targeted underserved populations (e.g., refugees, Indigenous communities, uninsured). Programs were evaluated using the GREET (Guidelines for Reporting Evidence-based practice Educational interventions and Teaching) checklist. Of 6,445 abstracts, 43 met inclusion criteria. Data extraction is ongoing; 33 articles have been fully reviewed.

Results: Most programs originated in the United States and Australia, though studies from New Zealand, Canada, and Israel were also found. Delivery format included travel programs, global/local initiatives, and online programs. Patient populations included Indigenous communities, immigrants/refugees/asylum seekers, rural populations, and low-income/underserved groups. Preliminary analysis of fully extracted studies (n=33) using the GREET criteria revealed most articles reported core curricular elements such as learning strategies, delivery format, and program environment (100%). Program theory and instructors were reported in approximately 94% of studies. Learning objectives and instructional materials were reported in approximately 85% of studies. However, key implementation details including actual delivery schedules (48%), program adaptations (42%), and learning incentives (18%) were inconsistently reported.

Conclusions: There is variability in the design and reporting of “glocal” health curricula at the undergraduate medical level. As interest in “glocal” health grows, systematic evaluation is essential to promote ethical engagement, competency standardization, and sustainable program development. Ongoing analysis will examine incorporation of ethical GH principles, program successes, and barriers to implementation. Inconsistent reporting of interventions used in evidence-based practice educational research is a significant barrier to identifying effective teaching strategies to advance “glocal” health education within medical training.

First Author: Oroshay Kaiwan

Objective: The shift away from bedside medicine has progressed to the point that studies suggest only 15–20% of an in-hospital clinician’s time is spent with patients. Reduced bedside interaction can lead to diminished confidence in physical examination skills and diagnostic reasoning. Near-peer education has been shown to promote curiosity, engagement, and knowledge retention through “social congruence,” in which learners benefit from instruction by colleagues closer to their level of training. Recognizing that residents already spend a substantial portion of their time teaching, we developed a curriculum to support and expand near-peer bedside education through the Graduate-Undergraduate Medical Mentorship and Education Series (GUMME).

Methods: The GUMME curriculum is incorporated into residents’ “Resident as Teacher” week and includes a two-hour workshop. The workshop consists of a one-hour didactic session on medical education principles followed by a one-hour planning session during which residents develop a one-hour teaching session for clerkship students. Initially, teaching frequently occurred in conference rooms rather than at the bedside. To address this gap, we introduced structured Physical Diagnosis Rounds. During these sessions, resident teachers identify patients with demonstrable clinical findings, such as jugular venous distension, murmurs, wheezes, rhonchi, or dermatologic findings. Residents review examination techniques using Bates’ Guide to Physical Examination and evaluate the diagnostic utility of specific maneuvers using McGee’s Evidence-Based Physical Diagnosis. Educational sessions are followed by anonymous surveys to collect qualitative and descriptive feedback from both students and residents.

Results:  Early feedback has been overwhelmingly positive. Students highlighted the hands-on nature of bedside examination, opportunities to develop a structured approach to the physical exam, and the interactive learning environment as key strengths of the sessions.

Conclusions: Structured near-peer bedside teaching through the GUMME curriculum appears to enhance engagement and confidence in physical examination skills while fostering a collaborative learning environment. Ongoing survey data will guide further refinement of the program.

First Author: Priyal Gandhi

Objective: In 2023, over 48 million Americans reported a substance use disorder (SUD), and this deadly epidemic is disproportionately prevalent in Ohio and Cuyahoga County. The goal of this project is to create an addiction medicine curriculum that empowers the MetroHealth internal medicine residents with the skills and knowledge to care for people with SUD.

Methods: Using the Kern's Six Step Model of Curriculum Development, I am creating and implementing a longitudinal addiction medicine curriculum with a variety of didactic components, continuing education for faculty, and a pilot clinical experience with an integrated primary care-addiction medicine rotation.

Results: This curriculum reaches approximately 100 internal medicine and medicine-pediatric residents along with engagement from internal medicine and primary care providers across MetroHealth. So far, there are over 20 hours of didactic experiences, including resident-led components of the curriculum and faculty development. Two senior residents are part of a pilot longitudinal clinical rotation. The Alcohol Use Disorder ambulatory session was selected for further evaluation, with pre and post-survey responses demonstrating statistically significant increase in self-perceived resident knowledge, comfort level, and confidence in the subject area. Further data from this year's resident ACGME survey is pending, but from just 2 months of implementation of the curriculum in 2024-2025 compared to no curriculum in 2023-2024, we observed an increase in the rating of good/excellent didactic experience from 41% to 61% and reduction in rating of poor/very poor experience from 14% to 9% (didactic) and 18% to 13% (clinical).

Conclusions: The MetroHealth addiction medicine curriculum for internal medicine residents has improved resident didactic and clinical experiences, with preliminary data demonstrating increasing satisfaction of educational experience as well as perceived knowledge and self-confidence in caring for people with SUD. The curriculum has allowed for multiple components, including didactic and clinical experiences, along with opportunities for faculty development and resident-led curriculum development.

First Author: Melina Varlamos

Objective: Colorectal surgery (CRS) fellowship requires advanced operative and clinical skills that build on general surgery training. We evaluated colorectal fellows’ perceptions of preparedness for fellowship and identified which general surgery residency experiences contributed most to their readiness.

Methods: An anonymous survey assessing preparedness and importance of specific general surgery training experiences was distributed to CRS fellows attending the annual CRS Career Course. Participation was voluntary and responses were collected electronically or via paper survey, with descriptive statistics used to summarize responses.

Results: Of 96 fellows attending the career course, 63 completed the survey (response rate 65.6%), representing over half of the 121 colorectal fellows nationally. On a five-point Likert scale (1 = not prepared, 5 = extremely prepared), 63.2% reported feeling very or extremely prepared overall, with a median overall preparedness score of 4 (very prepared, IQR 1). Fellows reported the highest preparedness for open cases and clinical workup and management of patients (median 4, IQR 1), while preparedness was lower for laparoscopic or robotic cases, anorectal procedures, and colonoscopy (median 3, IQR 1-2). Colorectal-specific operative cases and dedicated colorectal rotations were rated extremely important for fellowship preparation (median 5, IQR 0-1), and mentorship from a colorectal surgeon was rated extremely important by 87.1% of respondents. The experiences most frequently identified as key for fellowship preparation were laparoscopic colorectal cases, mentorship from a colorectal surgeon, and rotation on a dedicated colorectal service.

Conclusions: Colorectal fellows report generally high preparedness for fellowship but identify variability across procedural domains. Operative exposure to colorectal cases, dedicated colorectal rotations, and mentorship from colorectal faculty are the most important residency experiences for successful transition to colorectal fellowship. These findings may help guide residents interested in CRS and inform training priorities within general surgery programs.

First Author: Lauren Granat

Objective: Patients with hematologic malignancies are living longer due to advances in diagnostics, novel therapies, and supportive care. However, clinicians without specialized hematology/oncology training often feel underprepared to manage complications in this population. The H.O.P.E. pilot curriculum was developed to provide a practical, high-yield framework for managing common hematologic and oncologic complications.

Methods: The curriculum was piloted among second-year internal medicine residents in a Hospital Medicine Track, first-year hematology/oncology fellows, and ICU advanced practice practitioners (APPs). Participants completed a pre-session survey assessing their comfort with managing complications related to hematologic and oncologic conditions. They then received concise one-page educational summaries on selected high-yield topics developed by a multidisciplinary team with expert review. A hematology/oncology fellow led a case-based discussion designed to reinforce key concepts from the summaries. Participants completed a post-session survey to assess changes in comfort level.

Results: Eighteen physicians and APPs participated. Following the educational summaries and case-based discussion, participants reported improved comfort in managing hematologic and oncologic complications. Mean comfort scores increased across multiple conditions, including cytokine release syndrome, immune effector cell-associated neurotoxicity syndrome, graft-versus-host disease, neutropenic fever, transfusion reactions, complications of acute leukemia, and engraftment syndrome.

Conclusions: This pilot study suggests that concise educational summaries paired with case-based discussion can improve clinician comfort in managing hematologic and oncologic complications. Future efforts will expand the curriculum to hospitalists, nocturnists, emergency medicine clinicians, and pulmonary/critical care providers locally, nationally, and internationally. Ongoing iterations will evaluate long-term knowledge retention, patient safety, and potential improvements in quality of care.

First Author: Emily Simon

Objective: Trainee exposure, specialty characteristics and personal interests may influence trainees’ decisions to pursue colorectal surgery (CRS), but the relative importance of these factors remains unclear. We evaluated colorectal fellows’ perspectives on what most influenced their decision to pursue CRS.

Methods: An anonymous, voluntary survey assessing factors influencing the decision to pursue CRS was distributed to fellows attending an annual CRS conference. Descriptive statistics were used to summarize responses.

Results: 63 of the 96 fellows in conference attendance completed the survey (response rate 65.6%), representing over half of the 121 colorectal fellows nationally. On a 5-point Likert scale, colorectal-specific mentorship and CRS clinical exposure through required residency rotations were rated extremely important (i.e., median 5, IQR 1). Elective colorectal rotations and colorectal research were rated important (median 4), while non-CRS mentorship, mentorship by colorectal fellows, opportunistic CRS exposure, and personal exposure to colorectal disease were generally rated neutral. When asked to identify three most influential exposures, the most frequently cited were CRS-specific mentorship (47/63) and required colorectal rotations (45/63), followed by elective rotations (15/63) and clinical exposure during medical school (12/63).

Among career characteristics, the most frequently selected top three influences were operative technical aspects (38/63), colorectal pathology (37/63), and procedural diversity (34/63), all of which had a median importance rating of 5 (extremely important) via Likert scale. Lifestyle, call structure, interdisciplinary care, balanced scheduled and emergent cases, and female surgeon representation were rated important (median 4).

Conclusions: Mentorship and structured clinical exposure appear to be the most influential factors driving interest in CRS among current fellows. Interest in the technical and disease-specific aspects of the specialty also plays a central role in career decision-making, highlighting the importance of mentorship and early exposure in supporting recruitment into CRS.

First Author: Natalie Kubicki

Objective: Spanish remains the most commonly spoken non-English language nationwide, and persistent language barriers between patients and clinicians contribute to healthcare disparities. Existing pre-clinical medical Spanish curricula incorporate peer-to-peer role play catered to beginner Spanish-speaking students, but Case Western Reserve University School of Medicine (CWRU SOM) aimed to describe the importance of formally trained standardized patient encounters for near-fluent to fluent Spanish speaking students. 

Methods: CWRU SOM developed an Intermediate and Advanced, 10-week Applied Medical Spanish elective incorporating didactic lectures, role-play, and simulated patient encounters for students with existing proficiency in Spanish. Students completed pre- and post-course surveys using a 5-point Likert scale to identify their confidence in interacting with Spanish-speaking patients in a medical setting, with higher scores indicating greater confidence. Mean confidence scores were compared using paired t-tests, and feedback for future improvements to the course was gathered qualitatively.

Results: Nine medical students in the Intermediate course and eleven in the  Advanced course completed the pre- and post-course surveys. 45% of Advanced students spoke Spanish in their homes compared to 11% of Intermediate students. Confidence levels slightly increased in the Intermediate course from a mean of 2.6 to 2.9 and significantly (p < 0.05) increased in the Advanced course from a mean of 3.1 to 4.1. 70% of Intermediate students identified in-class role play as the most effective component of the course, and 77% of Advanced students identified standardized patient encounters as the most effective.

Conclusions: This elective increased students’ confidence interacting with Spanish-speaking patients in a medical setting. Students with prior fluency in the Spanish language and exposed to repeated standardized patient encounters significantly increased their confidence communicating with Spanish-speaking patients. This elective’s curriculum can be used as a model for the creation of medical Spanish electives for proficient Spanish-speaking preclinical students at other institutions.  

First Author: David Harris

Objective: The objective is to develop new and innovative ways to teach communication skills to learners using generative AI.  The most effective way for students to learn communication skills is through deliberate practice with feedback from peers and facilitators, but the availability of skilled facilitators often limits the scope of teaching possible.  If AI is able to take some of the load off of facilitators, communication skills can be taught more effectively and expansively.  

Methods: A unique chatbot was developed using GPT5.2.  This bot was trained in empathic communication and was instructed to run learners through specific communication skill "drills" that involve practicing a specific communication micro-skill.  These include empathic statements, reflective listening, or responding to intense emotion.

Results: This is a work-in-progress submission. Individual learners at different levels of training are testing the intervention and providing qualitative feedback as well as sharing their transcripts from the drills.  Communication experts from various fields are doing the same.  So far responses have been positive.  Unexpectedly, there has been substantial variation in the chatbots performance from person to person and it appears the chatbot is customizing its responses to learners who have used GPT extensively and are running the drill from their personal account.  

Conclusions: Using generative AI to get students more practice with communication micro-skills appears possible.  Challenges include inconsistency in the chatbot's performance that appear to be based on its past history with the user.  Future refinement will be necessary to ensure a more consistent experience.

First Author: Nathan Katragadda

Objective: Medical schools have implemented early exposure to ultrasound in the pre-clinical years due to the growing presence of ultrasonography in clinical settings. However, this training largely ignores clinical procedure practice in favor of point-of-care ultrasonography. As a result, we created a pre-clerkship elective to improve procedural ultrasonography skills among first- and second-year medical students. 

Methods: The pre-clerkship elective incorporated a blended teaching model comprising in-person faculty-directed workshops and remote self-directed scanning practice with portable ultrasound devices. Thirty-three students from the Case Western School of Medicine and the Cleveland Clinic Lerner College of Medicine participated in the elective during the 2024-2025 academic year. Students were divided into two cohorts and attended three in-person sessions led by faculty anesthesiologists, where they were taught how to perform the Seldinger technique for ultrasound-guided vascular access. Students also received a portable ultrasound device and equipment to practice these skills outside of the classroom. Students logged their practice session dates and lengths, and completed a pre- and post-course survey and assessment.

Results: Of the twenty-three students surveyed (69.7% response rate), post-course surveys demonstrated that all learners’ overall confidence in using ultrasonography for procedural skills increased by a median of 5.0 points (95% CI 5.0-6.0), 6.0 (95% CI  3.50 –8.0), and 6.5 points (95% CI 5.0-7.0) in each cohort, respectively. Students engaged in remote procedural skills practice most frequently on weekday evenings (56.1% of reported sessions), accumulating a combined 42 hours of practice across 66 sessions.

Conclusions: Upon completion of this elective, pre-clinical students gained confidence in their ability to utilize ultrasonography to perform procedural skills. By leveraging remote learning tools, we made simulation-based education more accessible to students earlier in their careers, enabling them to build their skill set for future clinical practice.

First Author: Shani Gelles

Objective: The United States’ (US) prison population exceeds 1.2 million people, with Black, Indigenous, Latine, LGBTQ+ and disabled people disproportionately incarcerated. US healthcare structures facilitate incarceration and criminalization more broadly via mandatory reporting laws, police presence in emergency departments, (un)intentional disclosure of illegal activity, and nonconsensual lab testing. Recent laws regarding fertility treatments, abortion care, and gender affirming care have increased the level of surveillance in healthcare settings and forced providers to choose between following the standard of care or following the law. These realities are rarely formally discussed in medical education leading to ineffective care while perpetuating structural criminalization.

Methods: Two medical students and one faculty member developed a preclinical elective to respond to these realities, in collaboration with faculty from the medical school, law school, department of bioethics,  and several community health advocates. The course included both didactic and interactive components addressing the multilayered relationships among healthcare structures, the criminal legal system, and trainees, clinicians, patients and communities. 

Results: Students reported increased knowledge about the breadth and depth of criminalization broadly and within health systems and specific strategies to respond to and resist criminalizing practices throughout the course of medical training and beyond. Student feedback resoundingly requested additional components to support longitudinal and robust work in this area. Because of the robust support from students, CWRU has added this elective to the permanent course catalog for the SOM. It was offered in Spring 2025 with additional lectures about mandated reported and the ethics of coercion and consent in psychiatric emergencies, to address student feedback from the first iteration of the elective.

Conclusions: "The success of the pilot approach motivated new student leadership to expand the elective to increase the number of topics addressed and enhance the robustness of evaluation. Further directions include creating a support structure for students during their clinical years to reflect on and process their experiences of healthcare criminalization, connecting with trainees across different schools of medicine to build specific interventions to their locales, and ongoing experimentation with strategies to end criminalization when accessing healthcare.  

First Author: Gabriel Kim

Objective: To evaluate the acceptability of a pilot coaching initiative for IM residents and assess its impact on residents’ understanding of coaching, interest in continued coaching, and intention to remain at the institution after residency as fellows or professional staff.

Methods: This coaching initiative was conducted during the 2024–2025 academic year with first-, second-, and third-year IM residents at a quaternary academic medical center during protected academic time. It consisted of a two-hour interactive session delivered to five groups of approximately 30 residents with a brief didactic introduction to coaching fundamentals, a grounding exercise, a 45-minute spotlight one-on-one coaching session in a small-group setting designed to promote trust, confidentiality, authenticity, and psychological safety, followed by a group debrief, allowing residents to learn through participation and observation. Sessions were led by certified physician coaches who volunteered their time with an average coach-to-resident ratio of 1:5, and anonymous voluntary pre- and post-initiative surveys assessed residents’ understanding of coaching principles, interest in continued coaching, professional development priorities, and intention to remain at the institution after residency.

Results: Pre- and post-session surveys were completed by 98 of 140 residents (70%) and 66 of 140 residents (47%), respectively. Survey responses demonstrated increased understanding of coaching, heightened interest in future coaching engagement, and a stronger intention to remain at the institution. Residents identified ongoing professional development needs in goal setting, stress management, burnout prevention, career planning, and work–life balance, and reported greater recognition of coaching as meaningful to personal well-being and professional growth.

Conclusions: This pilot coaching initiative demonstrated that structured, small-group spotlight coaching is a feasible and well-received intervention that enhances residents’ understanding of coaching, interest in continued engagement, and intention to remain at the institution. By fostering psychological safety, authenticity, and reflective practice, this model represents an innovative and potentially scalable approach to supporting resident professional development, well-being, and retention. Future directions include program expansion, longitudinal evaluation of well-being, professional fulfillment, and self-efficacy, and scholarship to assess its impact on resident development and retention.