Journal of Regional Medical Campuses

Virtual Reality CPR Training Improves Knowledge Acquisition of Critical Tasks

Catherine Wares — 2024-02-14

Objectives: Team-focused cardiopulmonary resuscitation (TFCPR) is a choreographed approach to CPR in which responders know and practice their role in resuscitation, with prioritization on minimally-interrupted chest compressions and early appropriate defibrillation. To determine the feasibility of virtual reality (VR) for large scale educational deployment at a regional medical campus (RMC), we developed a VR training module and examined its effect on resuscitation knowledge acquisition among clinicians of various learner levels.

Methods: Three separate cohorts were included in the investigation: third year medical students at our RMC, emergency medicine (EM) residents, and board-certified EM attending physicians. Participants were administered an iPad-based, de-identified pre-test, which assessed knowledge of 12 critical resuscitative tasks. All learners received a two-minute orientation to the VR headset fit and operation. Learners then completed training on the VR platform using two cardiac arrest clinical scenarios: an arrest with an initial shockable rhythm and another with a non-shockable initial rhythm. After completion of VR training, participants completed a post-test, again assessing knowledge of the 12 critical action resuscitative tasks, as well as a questionnaire determining metrics related to participants’ overall experience with VR training.

Results: All participants demonstrated statistically significant increases in post-test scores after VR training with the combined median improvement of 12.5% (CI 12.5–17.0; p <0.0001). Medical students demonstrated the greatest median pre-post score improvement (17%; CI 12.5–25.0; p <0.0001]. Study participants reported the VR training platform to be enjoyable, realistic, immersive, and a good way to learn, with good visual-sensory tolerance and a satisfying training method.

Conclusions: At our RMC and single hospital, pre-and post-test analysis, knowledge acquisition of critical resuscitation skills improved after VR TFCPR training for all learners. Additionally, participants demonstrated a high level of satisfaction with VR as a training methodology. VR is a feasible knowledge acquisition adjunct or alternative to traditional cardiac arrest resuscitation training.

Looking at the Utility of Rural Pathway Programs in Producing Rural Physicians

Jayci Hamrick Avery — 2024-02-14

Introduction: The shortage of primary care doctors in rural America is on a continual incline, with only about 3% of recent Family Medicine residency graduates expressing interest in rural practice. Medical schools across the country have implemented various programs to attract students to rural medicine, with varying success in their graduates setting up rural practice.

Methods: The UAB Marnix E. Heersink School of Medicine (UABSOM) Huntsville Regional Medical Campus (HRMC) operates a three-part Rural Pathway with college premedical, medical school and Family Medicine residency elements. The residency specialty and first practice locations for students in this path were analyzed from 2004 – 2022.

Results: These pathway elements work together with a current success rate of up to 54% practicing in rural Alabama. For students who participated in all three elements, while the number is small (5) the success rate is high, with 80% now in primary care practice in rural Alabama.

Conclusions: These elements are inexpensive to implement, embrace the often-underrepresented rural student and create physicians to serve rural patients.

Student Usage of Supplemental Online Resources at a Regional Medical School Campus

Roy Long — 2024-02-14

Medical students have self-reported the importance of online resources for learning course materials and for preparing for USMLE exams. However, reports describing the actual usage of online resources by medical students are less abundant. In this article, we report the actual usage of institutionally-provided online resources by first-year students from the Medical College of Wisconsin-Central Wisconsin (MCW-CW) regional campus. From 2017 through 2022, different cohorts of first-year students were provided access to three different online supplemental resources: Draw It to Know It (DITKI), Osmosis and Anatomy.TV (powered by Primal Pictures). Most of the students in the study accessed one or more online resources, but the extent to which students accessed each of these materials was highly variable. Based on self-reported data we expected more students to use these resources to a greater degree. Our results suggest that rather than purchasing institutional licenses to online resources, institutional funds might be better used in another manner, possibly by providing students a scholarship/stipend towards an individual license to an online resource for which the student can provide evidence of extensive use.

Cross Campus Perceptions of the Role of a Novel Regional Medical Campus

Ryan Higgins — 2024-02-14

Regional medical campuses (RMCs) were initially established to address a projected physician shortage and have gained popularity throughout the country in also providing unique medical educational experiences. Despite the increasing prevalence of RMCs and progress toward meeting these needs, the overall perceptions of RMCs by faculty and students at the associated main campus have yet to be fully explored. In an attempt to address this gap, we administered a survey to both main campus and RMC students and faculty inquiring about perceptions of its associated RMC, including relative student competencies and opportunities for academic success at the RMC compared to their main campus counterpart. Furthermore, we paired these subjective perceptions with objective Match data, USMLE Step 1 and Step 2 CK results, and research output data in order to better substantiate or challenge these viewpoints. Not only did we find significant differences in a variety of perceptions surrounding the RMC and its associated students, but we also identified overall negative viewpoints of RMC-trained students by main campus students and faculty. Looking more deeply, RMC students surveyed were found to believe their RMC may be even more negatively perceived by main campus faculty than actual responses indicated. Contrary to the prevailing views by main campus students and faculty, Match data revealed no significant differences between successful acceptance into both primary care and surgical specialties across both campuses. Furthermore, there were no significant differences between USMLE Step 1 and Step 2 CK scores or research output across both campuses. This study identifies several unexpected perceptions of a successful RMC curriculum and its students held by main campus students and faculty responding to a survey. However, such viewpoints do not correlate with objective evidence, suggesting the presence of bias. Results suggest the need to further explore and define cross-campus perceptions between main campuses and their RMCs with objective metrics while also considering the potential unintended effects of crosscampus bias.

Qualitative analysis of regional campus stakeholders’ perceptions of the benefits of community engagement for medical students

Amy Prunuske — 2024-02-14

Introduction

Regional medical campuses are being established to meet the needs of the community with an emphasis on community engagement. Establishing relationships with community partners is a critical step in community engagement. Following the creation of a new medical campus, the purpose of this study was to conduct interviews with community stakeholders to gather their perspective on community needs as well as desired medical student characteristics.

Methods

This study utilized a descriptive qualitative design inspired by grounded theory. A purposive sample was identified for semi-structured interviews that were audio-recorded and transcribed verbatim. Data analysis consisted of inductive thematic analysis with open line-by-line coding and theme identification.

Results

A total of 31 community stakeholders were interviewed as part of this study. Thematic analysis of the interview transcripts yielded 3 themes related to desired medical student characteristics. These themes were compassion through perspective, effective communication, and value of the community-healthcare partnership.

Discussion

Stakeholder interviews identified desired medical student characteristics while also detailing how community engagement in medical education can provide an opportunity for further development of these characteristics. Response to the stakeholder interviews has included adjustments to a longitudinal, community engagement course as well as increased efforts to build trust with minority populations. Further efforts to acknowledge community partnerships and effectively disseminate results of community engagement projects are needed to grow the connection between the regional medical campus and the local community.

Family Medicine Clerkship Preceptors’ Experiences Welcoming and Supporting Medical Students of Color

Toby Keys — 2024-02-14

Purpose: Medical students of color (MSoC) regularly experience discrimination and mistreatment during medical school. Preceptors have the potential to provide meaningful support for MSoC while on their family medicine clerkship rotation. This mixed-method study explores family medicine clerkship preceptors’ challenges, current practices, and institutional needs related to welcoming and supporting MSoC.

Methods: Any lead preceptor at a University of Washington-affiliated Family Medicine clerkship teaching site was eligible for this study. From June to September 2022, 7 focus groups were conducted with a total of 32 participants. Study team members coded transcripts for key themes related to participants’ experiences of working with MSoC. All participants were asked to complete a short survey, which included both demographic questions and questions regarding their beliefs and abilities to welcome and support MSoC.

Results: Many preceptors felt underprepared and unsure about when and how to support MSoC. Current strategies employed by participants included adding a semi-scripted orientation conversation to discuss how they will be supported during the rotation and who they can talk to if they encounter any discrimination and/or microaggressions. Participants also suggested that the medical school should offer additional trainings for preceptors, such as mitigating microaggressions toward students.

Conclusions: Lead preceptors are well positioned to empower and support the students they teach. This exploratory, single-institution study offers some insights into the challenges, current practices, and suggestions for institutions to support MSoC during clinical rotations. We recommend additional research to help validate our findings.