Research Concurrent Sessions - Round 2

Date: October 22, 2022 | Time: 11:30 to 12:15 (CDT)


RESEARCH / CONCURRENT SESSIONS - Round 2 - Choose 1


  • BREAKOUT ROOM 1 Student Engagement in Step 1 Pass/Fail Era with the Learning Communities Institute Student Council.

    Authors / Presenters: Samantha Evans, Elyse Kuo

Session summary

The LCI Student Council will facilitate a workshop exploring current student perspectives on engaging in non-CV-building activities in a Step 1 pass/fail era. This workshop seeks to identify viewpoints over the changes and their impacts while exploring plans on engagement in non-CV-building activities. Through both small and large group settings, participants will have the opportunity to explore this new change in a safe space while also hearing other students' current thoughts as well. The ability to bring various institutions together will allow for collaboration on defining activities that will be beneficial to students.

Learning objectives

    1. Identify perspectives on the pass/fail changes and impacts relevant to both them and fellow students
    2. Describe methods of overcoming these barriers
    3. Discuss LC activities that could be beneficial to them and would justify their participation


  • BREAKOUT ROOM 2 Wisdom in the Room: The Importance of Peer Support for the Professional Development of Staff and Administrators.

    Authors / Presenters: Julie Calcavecchia.

Session summary

In 2015, the Learning Communities Institute (LCI) incorporated an Administrators Committee to emphasize the importance of the support staff role and foster development and empowerment vital to the success of learning community (LC) operations and programs. One such opportunity for development is the annual conference of the LCI. This workshop promotes and empowers connection among support staff in order to enhance personal and professional growth and development.

Learning objectives

    1. Assess individual staff strengths and sphere of influence within LC role
    2. Identify opportunities and relationships to leverage for professional development and support
    3. Formulate goals and subsequent action items for leader skill development


  • BREAKOUT ROOM 3 What are we accomplishing and how can we show this? An LCI Research Network Lab workshop.

    Authors / Presenters: David Hatem, Jennifer Quaintance.

Session summary

Learning communities are growing, but outcomes are limited. There is the need for more LC outcomes studies. This workshop is designed to describe the purpose of the LCI Research Network and their Research Lab, allow participants to bring their ideas related to learning communities outcome projects, and to receive feedback from others in the workshop while meeting potential collaborators.

Learning objectives

    1. Describe the LCI Research Network's Research Lab
    2. Discuss participant project ideas and consider how outcomes can be measured
    3. Discuss LCI Research Network Lab as a venue to further learning community research ideas


  • BREAKOUT ROOM 4 Race in Medicine: Implicit Bias.

    Authors / Presenters: Milena Suarez, D'Juanna White-Satcher, Connie Tran.

Session summary

Racial inequality in medicine is long-standing. COVID-19, which disproportionately affected Black, Indigenous, and Latinx communities, highlights inequities perpetuated throughout history. Despite the necessity to discuss race in medicine early in medical education, it is often offered electively. At our institution, we developed and implemented a Race in Medicine curriculum.

Learning objectives

    1. To define implicit bias
    2. To recognize how implicit bias can affect health care outcomes
    3. To identify strategies to mitigate against one's biases


  • BREAKOUT ROOM 5 ORAL PRESENTATION ROOM Each oral presentation is 10 minutes, with 5 minutes for Q&A
    LCI Facilitator - Jason Noah

No one left behind: learning communities in health sciences education Tec de Monterrey


Authors / Presenters: Abigail Rodríguez-Ramírez, Ricardo García-Rodríguez, Jorge Flores-Orduña, Karla Alejandra Villarreal-Arizpe, Nancy de los Angeles Segura-Azuara

Session summary

Created in 2014, and since then, belonging to the international organization Learning Communities Institute (LCI), Academic Societies is a learning community of the School of Medicine and Health Sciences at Tec de Monterrey that strengthens ties between students and teachers within the academic environment. By 2021, Academic Societies has members throughout Mexico, thus highlighting the importance of learning communities in training future professionals.

Learning objectives

    1. Learning communities
    2. Health sciences
    3. Professional and personal development

Understanding Medical Students' Perceptions of the Learning Community as an ideal space to discuss and achieve Structural Competency - KUMC


Authors / Presenters: Maria Alonso-Luaces, Carrie Francis, Margaret Smith, Kristina Bridges, Natabhona Mabachi

Session summary

Given its focus on socialization, peer learning and longitudinal relationships, LCs are promising spaces to discuss racism and achieve structural competency. However, little to no data is available on its effectiveness. This study seeks to understand students' and faculty's perceptions of LCs environmental factors that promote or hinder these conversations.

Learning objectives

    1. Identify contextual factors that promote or hinder conversation on structural competency within the LCs
    2. Discuss contradictions and overlaps between students and facultys perceptions of the LC's environment
    3. Identify and develop strategies for addressing structural competency in the LCs

(Im)Printed: supporting professional identity and community connection through self-reflection and art making; UWashington


Authors / Presenters: Andrea Kalus, Kim O'Connor, Gabrielle Berger, Elizabeth Kaplan, Molly Jackson

Session summary

We describe a learning community based workshop exploring personal and professional identity using reflection and printmaking.

Learning objectives

    1. Explore how art creation in learning communities promotes professional identity formation
    2. Demonstrate the use of imagery to connect to the core values that students bring to the practice of medicine
    3. Name common themes that students use when reflecting on self and professional identity




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