Equipping Health Professions Educators to Better Address Medical Misinformation

As part of a cooperative agreement with the US Centers for Disease Control and Prevention (Federal Award Identification Number [FAIN]: NU50CK000586), the Association of American Medical Colleges (AAMC) began a strategic initiative in 2022 both to increase confidence in COVID-19 vaccines and to address medical misinformation and mistrust through education in health professions contexts. Specifically, the AAMC solicited proposals for integrating competency-based, interprofessional strategies to mitigate health misinformation into new or existing curricula. Five Health Professions Education Curricular Innovations subgrantees received support from the AAMC in 2022 and reflected on the implementation of their ideas in a series of meetings over several months. Subgrantees included the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Florida International University Herbert Wertheim College of Medicine, the Jacobs School of Medicine and Biomedical Sciences at the University at Buffalo, the Maine Medical Center/Tufts University School of Medicine, and the University of Chicago Pritzker School of Medicine. This paper comprises insights from each of the teams and overarching observations regarding the challenges and opportunities involved with leveraging health professions education to address medical misinformation and improve patient health

Meta-analysis of 375,000 individuals identifies 38 susceptibility loci for migraine

Migraine is a debilitating neurological disorder affecting around one in seven people worldwide, but its molecular mechanisms remain poorly understood. There is some debate about whether migraine is a disease of vascular dysfunction or a result of neuronal dysfunction with secondary vascular changes. Genome-wide association (GWA) studies have thus far identified 13 independent loci associated with migraine. To identify new susceptibility loci, we carried out a genetic study of migraine on 59,674 affected subjects and 316,078 controls from 22 GWA studies. We identified 44 independent single-nucleotide polymorphisms (SNPs) significantly associated with migraine risk (P < 5 × 10−8) that mapped to 38 distinct genomic loci, including 28 loci not previously reported and a locus that to our knowledge is the first to be identified on chromosome X. In subsequent computational analyses, the identified loci showed enrichment for genes expressed in vascular and smooth muscle tissues, consistent with a predominant theory of migraine that highlights vascular etiologies

An interprofessional activity involving pharmacy and physician assistant students aimed at reinforcing the patient care process

Background: Pharmacy students should have the opportunity to practice applying the Pharmacists\u27 Patient Care Process (PPCP) in an interprofessional environment. The purpose of this study was to compare the change in students\u27 confidence in their ability to complete the five steps of the PPCP before and after participation in an interprofessional activity involving physician assistant (PA) students. Interprofessional education activity: Second-year pharmacy students and second-year PA students completed an activity in teams of six (four pharmacy and two PA students per team) in which they applied the PPCP to a patient case to create a plan of care. Students completed a pre- and a post-survey regarding their confidence in completing the PPCP and their attitudes toward interprofessional collaboration, as well as a program evaluation after completion of the activity. Discussion: There were 117 pharmacy and 58 PA students divided into 29 interprofessional teams. Of those, 99 (85%) pharmacy and 52 (90%) PA students completed both surveys. There was a statistically significant increase in confidence to perform the PPCP for all students, with a large effect size. There were no changes in attitudes toward interprofessional collaboration. Overall, the program evaluation reflected the activity was rated highly by students. Implications: The interprofessional activity demonstrated a positive effect on students\u27 self-reported confidence in their ability to complete steps of the PPCP. While the interprofessional activity did not affect student attitudes toward interprofessional collaborative practice, the activity was rated highly and most found it to be an important part of their professional development

Pharmacy Student Perceptions of Teaching Award Recipients and Teaching Excellence

Objectives: To evaluate how students select 1) teaching award recipients and 2) perceive teaching excellence. Method: A convenience sample of pharmacy schools (N = 12) were identified using referrals from committee members; representatives from each school were asked to forward a survey to professional students. The 19-item online survey instrument, developed from a review of the literature, contained questions regarding demographic information (9 items), considerations and criteria when voting for a teaching award recipient, and criteria that should be considered important when voting. Descriptive statistics and frequencies were performed using SPSS v. 22.0. Results: Student respondents (N = 582) were evenly distributed across school year terms (P1 = 24%, P2 = 22%, P3 = 29%, P4 = 24%) and were representative in terms of gender (69% female) and type of school (53% private). The top-ranked characteristics considered when selecting an instructor for an award were: demonstrating compassion and caring for students (N = 131), creating an engaging classroom environment (N = 113), and being knowledgeable about the subject matter (N = 89). Criteria considered very important when selecting an instructor included: effective communication skills (N = 371), enthusiasm toward teaching and learning (N = 345), knowledgeable (N = 325), good role model/mentor (N = 306), and helps students understand how subject relates to profession (N = 304). Criteria that should be considered and were ranked as very important did not differ from initial top 5 characteristics identified. Implications: Students select teaching award recipients who are compassionate, engaging and knowledgeable. These results can help faculty understand student perceptions regarding teaching excellence. Students may need additional information regarding other criteria important for teaching excellence, such as the scholarship of teaching and learning

Evaluation of Criteria Utilized in the Recognition of Teaching Excellence Awards

Objective: To (1) identify and evaluate the evidence, process, and criteria used to select recipients of teaching awards and (2) report perceptions of best practices in selecting recipients of teaching awards. Methods: A specific sample of AACP members and pharmacy students were invited to complete an online survey regarding the process for nominating and selecting teaching award recipients as well as perceptions on best practices. Results: Most institutions (84.5%, n = 49) recognized teaching excellence. Evidence currently used to support a nomination included: nomination letters (31%) and student evaluations (31%). The most important criteria for students (N = 575) included effective communication skills (n = 371), enthusiasm (n = 345), and knowledge (n = 325). Conclusions: Demonstration of teaching excellence has focused on student evaluations of teaching and nomination letters; however, respondents believed other aspects (e.g., educational scholarship) should be included. By expanding current criteria, schools could better inform the selection process, as well as promote evidence-based teaching practices, scholarship, and innovations in education