Sunee Neesanun¹
Krittiya Krisuwan²
1 Medical Education Center, Sawanpracharak Hospital, Thailand 
2 Internal medicine, Sawanpracharak Hospital, Thailand 

Background:
Peer evaluation used to assess teamwork in team-based learning (TBL). However, there are doubts about the reliability and fairness of using peer evaluation in TBL class. Aim of this study to find the appropriateness to used peer evaluation as summative assessment in TBL from medical students’ opinions. 

Summary of work:
After completing the TBL medical error class, all students assess their peers in the group on a scale of 1-10. Afterward, students completed an anonymous questionnaire. The answers used to evaluate the reliability and fairness of a peer evaluation in the areas of responsibility, sacrifice, leadership, participation, knowledge, and opinion to use peer evaluation as a part of summative assessment. 

Results:
Totally participants were 29 and found that the mostly concurred to use peer evaluation as a part of the summative assessment in TBL. 46.7% and 36.7% of students consider that peer evaluation should be used in a larger ratio than teacher evaluation and use only peer evaluation score in summative assessment respectively. No one agreed to use main teacher scores as summative evaluation in TBL. 70% of students agreed that peer evaluation was reliable and fair like teacher rating. 41.34% of participants regarded that peer evaluation was excellent reliable in assessing in teamwork and professional development. 46.7% of them considered that peer evaluation was excellent reliable to evaluate leadership aspects. 

Discussion:
Peer evaluation is reliable and fair enough to use assummative assessment inT BL especially in leadership evaluation, which cannot be evaluated from the classroom alone. Moreover, they are desirable to use the score from peer evaluation in a larger ratio than the instructor score. 

Conclusion:
Peer evaluation is appropriate format to use as assessment in TBL. 

Take-home messages:
Peer evaluation should be a part of the summative evaluation in TBL and take precedence over instructor evaluation. 

References (maximum three) 

1. Cestone CM, Levine RE, Lane DR. Peer assessment and evaluation in team-based learning. New Dir Teach Learn [Internet]. 2008;2008(116):69–78. Available from: http://dx.doi.org/10.1002/tl.334 

2. Lerchenfeldt S, Taylor TAH. Best practices in peer assessment: Training tomorrow’s physicians to obtain and provide quality feedback. Adv Med Educ Pract [Internet]. 2020;11:571–8. Available from: http://dx.doi.org/10.2147/AMEP.S250761 

3. Biesma R, Kennedy M-C, Pawlikowska T, Brugha R, Conroy R, Doyle F. Peer assessment to improve medical student’s contributions to team-based projects: randomised controlled trial and qualitative follow-up. BMC Med Educ [Internet]. 2019;19(1):371. Available from: http://dx.doi.org/10.1186/s12909-019-1783-8 

Keziah Jara Hidalgo¹
Elizabeth Kim¹, Jenny Silberger², Fanglong Dong¹ and Chaya Prasad³
1 Western University of Health Sciences
2 Kaiser Permanente Oregon
3 AAMC 

Background:
Bystander Intervention Training (BIT) programs in healthcare institutions aim to prevent sexual harassment and abuse. Positive attitude changes suggest benefit in implementing BIT programs as an ongoing process1. BIT programs positively impact behaviors, specifically in identifying situations warranting intervention2. BIT helps ensure individuals possess tools to intervene when witnessing sexual misconduct3. 

Summary of work:
Objective was to determine the baseline exposure of BIT among healthcare professionals and evaluate optimal strategies and timing for effective BIT. Survey topics included demographics, training years, recipient of formal training, level of confidence in intervening, methods, timing, and topics of effective training. 

Results:
65 American College of Physicians (ACP) members completed the questionnaire. 24 (41.4%) subjects received formal sexual assault and harassment BIT. Among those, 87.5% felt confident to intervene when witnessing sexual assault, compared to 56.3% of those without formal training (p=0.0286). There was a statistically significant difference in the Caucasian versus non-Caucasian groups, evident in the following questions: BIT addressed common barriers to intervention (100% versus 60%, P=0.0237), BIT was effective in making them feel confident to intervene (84.6% versus 30%, P=0.0253), could safely intervene as a bystander (91.2% versus 63.6%, P=0.0127). Preferred methods of BIT included small group sessions using vignettes and information on intervening safely. BIT training at high school and undergraduate education were most effective, while graduate level and internship/residency were least effective. 

Discussion:
BIT effectively increases confidence levels and intervention ability in sexual misconduct incidents. The most effective modalities include clinical vignettes. There is a need for informed policies and proactive education in healthcare institutions to promote a supportive environment for addressing sexual misconduct. 

Conclusions:
Future research should explore training differences among specific populations and cultural factors influencing bystander behaviors. Possible limitations include a small sample of the ACP and exclusion of other healthcare professions trainees. 

References (maximum three) 

1. Jouriles, E. N., Krauss, A., Vu, N. L., Banyard, V. L., & McDonald, R. (2018). Bystander programs addressing sexual violence on college campuses: A systematic review and meta- analysis of program outcomes and delivery methods. Journal of American College Health, 66(6), 457-466. DOI: 10.1080/07448481.2018.1431906 

2. Kettrey, H. H., & Marx, R. A. (2021). Effects of bystander sexual assault prevention programs on promoting intervention skills and combatting the bystander effect: A systematic review and meta-analysis. Journal of Experimental Criminology, 17(3), 343-367. DOI: 10.1007/s10964-018-0927-1 

3. Ortega, C. (2021). Intervening as a Bystander in Situations of Student Misconduct: Sexual Assault, Hazing, and Academic Dishonesty. The Chicago School of Professional Psychology. 

Pingting Li¹
Keziah Jara Hidalgo^2, Christopher Fernandes², Fanglong Dong², Jenny Silberger³ and Chaya Prasad⁴
1 Western University of Health Sciences COMPNW
2 Western University of Health Sciences
3 Kaiser Permanente Oregon
4 AAMC 

Given the COVID-19 pandemic, it is paramount that we survey medical professionals regarding sexual misconduct. (1) while also considering incidents such as cyber harassment and financial strain (2,3). 

We conducted an anonymous survey to determine the prevalence and awareness of sexual assault (SA) and sexual harassment (SH) among physician attendees of 2023 American College of Physician (ACP) seminars on SA and SH. 

A total of 49 subjects were included in the final analysis. 65.9% (n=29) were females, 60% (n=27) had been practicing medicine for 20 years. 8.9% (n=4) had experienced SA and 11.9% (n=5) experienced SH during the pandemic. 71.8% (n=28) were aware of their institution policy on SH and 61.5% (n=24) are aware of institution’s policy on SA. 40.5% (n=17) agreed/strongly agreed that they felt safer when engaging with others online during the pandemic. Up to 87.2% believed that a perpetrator should self disclose on applications.Those who had practiced medicine between 0-10 years had the highest probability of experiencing SA (p=0.0055) and SH (p=0.0012), as compared to their counterparts. Interestingly enough, male physicians experienced SA (13.3% vs 7.1% for males and females respectively, p=0.6018) and SH (20% vs. 7.7%, p=0.3365) more frequently. Although not statistically significant, respondents facing financial stressors were more likely to experience SH (25% vs 4.2%, p=0.098). 

In conclusion, our study highlighted the impact of the pandemic on prevalence and changes in SA and SH. Remote work conditions appeared to minimize the incidence of sexual misconduct. On a positive note, up to 72% of the respondents were aware of their institution’s policies on SH. A larger study is required to confirm these findings. 

References (maximum three) 

1. Leslie Kane, M. (2018, 6 3). Sexual Harassment of Physicians: Report 2018. Retrieved from Medscape : https://www.medscape.com/slideshow/sexual-harassment-of- physicians-6010304#1 

PAIROJ BOONLUKSIRI¹
TIPAPORN THONGMAK¹
1 Hatyai Hospital

Background:
The maldistribution of rural physicians is a persistent challenge that prompted the introduction of the Longitudinal Integrated Clerkship (LIC) as a potential solution. However, implementing LIC in rural hospitals is challenging. In Thailand, LIC was first launched in 2019 through the PSU-Hatyai-Yala medical network, involving a 16-week rotation in 13 rural hospitals. The first cohort of students completed the program in 2022. Objective: to assess the graduation rate and gather stakeholders' perspectives on the constraints associated with LIC. 

Summary of work:
A questionnaire survey was conducted in 2023, involving 110 stakeholders directly associated with the program including students, faculty members, and rural staff. 

Results:
The program successfully achieved the nine learning outcomes specified in the curriculum, with high satisfaction in communication skills and social interaction. However, the LIC implementation had repercussions on the traditional clerkship structure, necessitating a significant program rearrangement. Approximately 30% of students expressed concerns about missing out on essential knowledge. Feedback was provided regarding the limited diversity of diseases encountered in hospitals of varying sizes compared to medical centers. Additionally, a considerable percentage of stakeholders disagreed with the 16-week rotation, considering it too long to yield immediate benefits. A small percentage of rural staff exhibited negative attitudes toward their roles, citing a lack of preparedness, stress, and unreadiness to fulfill teaching responsibilities. 

Discussion:
Despite meeting the learning outcomes, there are significant constraints. Feedback indicates a preference for an eight-week clerkship during the initial phase. 

Conclusions:
While LIC achieved positive outcomes and high satisfaction in specific areas, there are constraints to be addressed, such as the impact on traditional clerkships, and dissatisfaction with the rotation length. 

Take-home messages:
LIC may not be entirely suitable for decentralized training due to infrastructure limitations and staff development challenges. Resolving these challenges is crucial for optimizing the program and enhancing training. 

References (maximum three) 

1. EL Brown M, Anderson K, Finn GM. A Narrative Literature Review Considering the Development and Implementation of Longitudinal Integrated Clerkships, Including a Practical Guide for Application. Journal of Medical Education and Curricular Development. 2019; 6: 1-12. Available from: https://doi.org/10.1177/23821205198494092. 

2. Poncelet AN, Mazotti LA, Blumberg B, Wamsley MA, Grennan T, Shore WB. Creating a Longitudinal Integrated Clerkship with Mutual Benefits for an Academic Medical Center and a Community Health System. Permanente Journal. 2014; 18(2): 50-56. 

3. Chang YW, Hirsh DA, Fang WH, Li H, Tzeng WC, Kao S. Patient perceptions of students in a longitudinal integrated clerkship in Taiwan: a qualitative study. BMC Medical Education. 2021; 21:153. Available from: https://doi.org/10.1186/s12909-021-02553-7 

Marika Wrzosek¹
Amy Beierle¹ and Jonathon Neist¹
1 Medical College of Wisconsin 

Background:
After COVID-19 restricted small group work, effectively precluding live case discussions, the Spring 2021 and 2022 M1 normal development course utilized the discussion board (DB) functionality in the course learning management system as a way to engage learners virtually while highlighting clinical relevance of foundational concepts. 

Summary of work:
The author developed 43 brief case vignettes representing 17 specialties. Each case was tagged with a specialty and ended with a prompt that necessitated the student applying a developmental concept to articulate the “next step” in the case. The DB case prompts allowed students to exhibit early clinical thinking in a specialty of their choice, while allowing asynchronous material delivery that emphasized content from core synchronous Zoom didactics. Images were used in cases to help students grasp details, and case content was based on actual clinical encounters from faculty. Students were required to post in at least two specialties, encouraged to comment on each other’s’ posts, and peruse the specialty cases they did not select to experience how development is generalizable to multiple clinical scenarios. 

Results:
100% of the approximately 250 students in each of two academic years participated, with evaluations indicating positive student reception and that in many cases, the activity helped solidify concepts in a practical manner. 

Discussion:
Educators should be empowered to utilize discussion boards/fora in learning management systems to foster asynchronous, virtual peer interaction. It is a highly flexible and adaptable tool that allows learners to share information rapidly with their peers and work through complex clinical cases at a time of their choosing. Allowing students to see their peers’ thought process in fields that they are exploring or passionate about is an important part of the educational growth process. 

Take home message:
More courses should incorporate asynchronous discussion board activities to supplement traditional didactics. 

References (maximum three) 

Shuangfa Mao, Linghong Guo, Pengjie Li, Kui Shen, Mingxia Jiang, Yin Li. New era of medical education: asynchronous and synchronous online teaching during and after COVID- 19. Adv Physiol Educ. 2023 Jun 1; 47(2): 272–281. PMID: 36927057 

Hye Chang Rhim and Heeyoung Han. Teaching online: foundational concepts of online learning and practical guidelines. Korean J Med Educ 2020 Sep; 32(3): 175-183. https://doi.org/10.3946/kjme.2020.171 

Mumtaz Patel¹
Julie Bridson², Liam Jenkins² and Jeremy Brown²
1 NHS England
2 Edge Hill University

Background
With the UK medical workforce becoming increasingly diverse, Differential Attainment (DA) present a considerable problem for medical educators. Ongoing research has looked at how to address the impact of DA; the concept of individualised support has been highlighted as one area of importance within the DA-related literature. Learning Needs Analysis Tools (LNATs) can provide this individualised approach, through identifying the individual needs of each trainee, and informing subsequent interventions based around their identified needs. 

Summary of work
This study, in collaboration between Edge Hill University and NHS England, seeks to pilot an evidence-based LNAT created by the research team. This evaluates whether use of a user- friendly LNAT adds value to the support provided to trainees during medical training. Trainees and their educational supervisors from three schools in Postgraduate Medicine in NHS England North West specialising in psychiatry, core medicine, and surgery will be recruited. The LNAT will be utilised three times over a 4-month period. 

In the conceptual stage of this research, a self-scored LNAT was developed by the research team and proposed to trainees and key stakeholders, which contains: 

For the pilot study, interviews will be conducted with trainees and their supervisors at the end of the 4-month pilot period, exploring their experiences of practically applying the LNAT. 

Discussion and conclusion
During the 4-month pilot study, the LNAT will allow for a real-time look into the needs of trainees as they progress through their training. This will help to inform the direction of supervisory meetings with the trainee onto the identified needs and their potential solutions. 

Take home messages
This submission will outline the experiences of trainees and their supervisors in practically applying a dynamic and evidence-based LNAT. 

References (maximum three)
No references to add 

Pornnapa Suriyachai 

Background
Assessment for learning is an approach that improves students’ learning performance and teacher’s teaching plan. Can we use a simple method, End-of-class quiz & mini whiteboard response as an assessment for learning method to assess and improve individual students’ learning performance in traditional lecture? 

Summary of work
End-of-class quiz & mini whiteboard response was implemented for 7 OB-GYN topics. At the beginning of class, learning objectives were explained. After finishing the traditional classroom lecture, students were given questions and answered the questions using a mini whiteboard response. The questions moved from easy to difficult and might be recalling knowledge, applying or analyzing data. Then the teacher assessed students’ understanding, identified and discussed a misconception and gave feedback. Questionnaire was used to evaluate students’ opinions about this method. Students’ knowledge before, after traditional lecture and quiz were rated by themselves using numerical rating scale. 

Results
10 of 12 students (83%) were able to assess the level of their understanding. On each topic, self-assessments related to students’ knowledge were higher after using this method. Students had misconceptions in some questions. 

Discussion
This method helps students individually understand and measure what level they are at in their learning and what they need to work on. The teacher also knows where students struggle, can immediately correct misconceptions and create better teaching plans. With this method, the students can make progress, improve performance and control their learning. Using this method in traditional classroom teaching can strengthen the weakness of didactic lectures especially in complex topics. 

Conclusions
End-of-class quiz & mini whiteboard response can be used in traditional lectures to assess individual students’ learning performance. 

Take-home messages
Simple methods such as End-of-class quiz & mini whiteboard response can be used as assessment for learning in traditional lectures. 

References (maximum three) 
Pathanasethpong A. Three goals of assessment in medical education. Rama Med J 2019;42(3):76-82. 

Panomkorn Lhakum¹
1 Medical Education Center, Chiangrai Prachanukroh Hospital. 

Introduction 
Currently, the objective structured clinical examination (OSCE) was directed and observed by Examiner-physician (EP). Standardized-patient (SP) also played an important role in this field. The aim of this study was to compare FP and SP assessments of medical students in OSCE. 

Methods
To evaluate the assessment in OSCE of SP compare to EP scoring to medical students. The OSCE is designed to assess professionalism, communication skill, history taking, and physical examination. The OSCE consists of a 5-minute station. The fourth-year medical students were evaluated by both SP and EP. 

Results
The 42 fourth-year medical students were evaluated by the OSCE by both SP and EP. The OSCE mean score assessment was 76.59+9.39 by SP and 54.68+9.53 by EP. There was a significant difference in scoring between SP and FP with a P value <0.001. The interrater reliability between SP and FP was 4.75%, Kappa 0.035. Subgroup analysis in the professionalism domain of mean score assessment was 82.27+5.28 by SP and 81.25+5.12 by FP. There was no significant difference in scoring between SP and FP with P value =0.06. The interrater reliability between SP and FP was 56.36%, Kappa 0.453. 

Conclusion
The assessment of medical student OSCE by SP could not substitute EP. But there was a similar agreement in the professionalism domain. Well-trained SP should be warranted. 

Take home message
SP was able to assess medical student professionalism equally as well as EP. 

References (maximum three) 

Rouf E, Chumley H, Dobbie A. Patient-centered interviewing and student performance in a comprehensive clinical skills examination: is there an association? Patient Educ Couns. 2009 Apr;75(1):11-5. doi: 10.1016/j.pec.2008.09.016. Epub 2008 Nov 14. PMID: 19013743. 

Sethapong Lertsakulbunlue¹
Anupong Kantiwong¹
1 Department of Pharmacology, Phramongkutklao College of Medicine 

Background:
Medical research (MR) modules are integrated globally into medical schools [1]. MR is required for Thai residency training and in physicians' career paths. This study utilizes the CIPP-model to assess the MR module's effectiveness for continuing professional development in students' view [2]. 

Summary of Work:
A mixed-methods survey was conducted. The cross-sectional study included 262 senior medical students and interns graduated from PCM. Data on MR belief were collected using a standardized Likert-scale-questionnaire [3]. A follow-up of eight focused-group-discussions (FGDs) (27 participants) was conducted, exploring their belief on MR module's effectiveness. Finally, the data was input into the CIPP-model. 

CONTEXT: 6FGDs satisfied with the spiral curriculum encompassing statistical analysis and research process learning. However, only 19.1% agreed/strongly agreed research should influence residency criteria. 

INPUT:
participants deemed research vital (51.9%) and career-enhancing (72.5%). Teachers and resources strongly supported research (6FGDs), praised the curriculum (5FGDs), and community medicine potential was recognized (4FGDs). 

PROCESS:
lack of rewards/motivation (56.5%), curriculum overload (64.5%), presence of numerous responsibilities (8FGDs), insufficient promotion of resources (5FGDs) and inflexible curriculum (4FGDs). 

PRODUCT:
MR serves as an avenue for professional advancement (6 FGDs), with 22.1% and 24.8% having published and presented MR, respectively. 

Participants consider MR important for career growth but believe it should be optional. A central coordination system linking expert professors with students, encouraging collaboration through genuine interest, which boosts intrinsic motivation. Moreover, to improve research efficiency, a webpage detailing ethical challenges and solutions, informed by senior experiences would be beneficial. Utilizing previous research proposals helps tackle issues, streamline ethical approval processes, and lessen workloads. 

Using the CIPP-model to assess the PCM MR module has enhanced its feasibility. For further professional development, consider a study evaluating the MR module among residents and physicians. 

References (maximum three) 

1. Sobczuk, P., Dziedziak, J., Bierezowicz, N., Kiziak, M., Znajdek, Z., Puchalska, L., Mirowska-Guzel, D., & Cudnoch-Jędrzejewska, A. (2022). Are medical students interested in research? - students' attitudes towards research. Annals of medicine, 54(1), 1538–1547. https://doi.org/10.1080/07853890.2022.2076900 

2. Frye, A. W., & Hemmer, P. A. (2012). Program evaluation models and related theories: AMEE guide no. 67. Medical teacher, 34(5), e288–e299. https://doi.org/10.3109/0142159X.2012.668637 

3. Lertsakulbunlue, S., Thammasoon, K., Jongcherdchootrakul, K., Sakboonyarat, B., & Kantiwong, A. (2023). Practices, perceptions, attitudes, barriers and motivation and its impacts on research publication. The Asia Pacific Scholar, 8(4), 23–35. https://doi.org/10.29060/TAPS.2023-8-4/OA3006