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David W Musick,1 R Brock Mutcheson,2 David B Trinkle2 1Department of Internal Medicine, Virginia Tech Carilion School of Medicine, Roanoke, VA, USA; 2Department of Health System and Implementation Sciences, Virginia Tech Carilion School of Medicine, Roanoke, VA, USACorrespondence: David W Musick, Virginia Tech Carilion School of Medicine, 2 Riverside Circle, Roanoke, VA, 24016, USA, Tel +1 540 526-2566, Fax +1 540 581-0741, Email dwmusick@vt.eduBackground and Purpose: Health system science (HSS) has been described as the third pillar of medical education. We introduced a new health system science and interprofessional practice (HSSIP) curriculum, and measured students’ HSS knowledge and attitudes concerning health system citizenship.Methods: This pilot study involved first-year (M1) and fourth-year (M4) medical students in two cohorts across 2 years. Only M1 students in the second cohort participated in the new HSSIP curriculum. We compared student performance on a new National Board of Medical Examiners (NBME) HSS subject exam, and student attitudes toward system citizenship via a new attitudinal survey.Results: Fifty-six eligible fourth-year students (68%) and 70 (76%) study eligible first-year students participated in the study. NBME HSS exam performance by M4 students was statistically significantly higher than M1 students for both cohorts, with moderate to large effect sizes. Exam performance for M1 students not experiencing the HSS curriculum was higher than for M1 students who received HSS curricular content. Attitudes toward HSS by M4 versus M1 students were statistically significantly different on several survey items with moderate effect sizes. Scale internal consistency for the HSS attitude survey was strong (0.83 or higher).Discussion: There were differences among M4 and M1 medical students concerning knowledge of and attitudes toward HSS, with performance on the NBME subject exam similar to a national sample. Exam performance by M1 students was likely

Background and Purpose: Health system science (HSS) has been described as the third pillar of medical education. We introduced a new health system science and interprofessional practice (HSSIP) curriculum, and measured students’ HSS knowledge and attitudes concerning health system citizenship. Methods: This pilot study involved first-year (M1) and fourth-year (M4) medical students in two cohorts across 2 years. Only M1 students in the second cohort participated in the new HSSIP curriculum. We compared student performance on a new National Board of Medical Examiners (NBME) HSS subject exam, and student attitudes toward system citizenship via a new attitudinal survey. Results: Fifty-six eligible fourth-year students (68%) and 70 (76%) study eligible first-year students participated in the study. NBME HSS exam performance by M4 students was statistically significantly higher than M1 students for both cohorts, with moderate to large effect sizes. Exam performance for M1 students not experiencing the HSS curriculum was higher than for M1 students who received HSS curricular content. Attitudes toward HSS by M4 versus M1 students were statistically significantly different on several survey items with moderate effect sizes. Scale internal consistency for the HSS attitude survey was strong (0.83 or higher). Discussion: There were differences among M4 and M1 medical students concerning knowledge of and attitudes toward HSS, with performance on the NBME subject exam similar to a national sample. Exam performance by M1 students was likely impacted by class size and other factors. Our results support the need for increased attention to HSS during medical education. Our health system citizenship survey has potential for further development and cross-institutional collaboration.

Background and Purpose: There is limited training for healthcare students in the performance of telephone consultations. To facilitate communication between healthcare professionals when face-to-face interactions are not possible, a telephone consultation simulation was developed. The simulation involved students in a doctor of physical therapy program and senior medical students. This study aimed to explore the development and suitability of a simulated case with a focus on interprofessional telephone consultation. Methods: A convenience sample of 28 physical therapy students and 38 medical students from two institutions in southwest Virginia participated in the simulation experience. To assess the outcomes of the simulation on interprofessional communication, the IPASS verbal handoff assessment was performed by the participants and focus group interviews occurred immediately following the experience. In addition, an assessment of key information pro-vided during the conversation was performed for each of the seven interprofessional groups. Results: Students demonstrated near perfect agreement on the IPASS assessment. Five of the seven interprofessional groups perceived that they were able to communicate key information and collectively agree upon a recommendation for the continuation of the patient assessment. The two groups that demonstrated more difficulty with communication appeared to struggle with communicating the patient’s past medical history relevant to the current situation, despite the majority of students feeling confident in their communications. In addition, two themes were presented during the interprofessional focus group interviews: 1) clear communication to maintain patient safety and 2) efficiently conveying the patient’s background. Discussion: The health professions students participating in the scenario were able to consistently note the communication skills observed and reflect upon the need for clear communication between providers during a

Shala Cunningham,1 David W Musick,2 David B Trinkle3 1Doctor of Physical Therapy Program, Radford University Carilion, Roanoke, VA, USA; 2Department of Internal Medicine, Virginia Tech Carilion School of Medicine, Roanoke, VA, USA; 3Department of Interprofessionalism, Virginia Tech Carilion School of Medicine, Roanoke, VA, USACorrespondence: David W Musickc/o Virginia Tech Carilion School of Medicine, 2 Riverside Circle, Roanoke, VA, 24016, USATel +1 540 562-2566Email dwmusick@vt.eduBackground and Purpose: There is limited training for healthcare students in the performance of telephone consultations. To facilitate communication between healthcare professionals when face-to-face interactions are not possible, a telephone consultation simulation was developed. The simulation involved students in a doctor of physical therapy program and senior medical students. This study aimed to explore the development and suitability of a simulated case with a focus on interprofessional telephone consultation.Methods: A convenience sample of 28 physical therapy students and 38 medical students from two institutions in southwest Virginia participated in the simulation experience. To assess the outcomes of the simulation on interprofessional communication, the IPASS verbal handoff assessment was performed by the participants and focus group interviews occurred immediately following the experience. In addition, an assessment of key information provided during the conversation was performed for each of the seven interprofessional groups.Results: Students demonstrated near perfect agreement on the IPASS assessment. Five of the seven interprofessional groups perceived that they were able to communicate key information and collectively agree upon a recommendation for the continuation of the patient assessment. The two groups that demonstrated more difficulty with communication appeared to struggle with communicating the patient’s past medical history relevant to the current situ

The Virginia Tech Carilion School of Medicine (VTCSOM) is a 4-year allopathic medical school in Roanoke, VA. The curriculum is organized into four learning domains: basic science, clinical science, research, and interprofessionalism (IPE). A recent curriculum renewal effort allowed the school to embark upon a redesign of the IPE learning domain to incorporate new core content from health systems science (HSS).We describe how our unique approach to IPE is being preserved as we innovate to produce graduates who are future thought leaders and “systems citizens,” prepared to deliver patient care with an expanded knowledge of the health systems in which they will eventually practice.

As health professions education increasingly focuses on community engagement, population health and prevention of health disparities, there has been a corresponding expansion of teaching on culinary medicine. Clinical nutrition is critically important in addressing many of the most vexing clinical problems in medicine and population health. Culinary medicine also offers a new method to enhance interprofessional education (IPE) by providing students with additional opportunities to learn with, about and from each other (as recommended by the World Health Organization). We revised our existing IPE curriculum to deliver new content on culinary medicine as part of an existing twelve-month IPE course. Students from three different health professions education programs (medicine, nursing, physician assistant) completed two curricular tracks: a traditional roles and scopes of practice track and a new culinary medicine track. The new culinary medicine track involved students working in interdisciplinary teams with professional chefs from a local culinary arts school to cook and serve a meal to designated patient populations. Students were assessed in a variety of ways including attendance and participation, a twenty-item quiz (roles and scopes track), required reflective essays and completion of all assignments. The curriculum was evaluated based on student and faculty feedback. The implementation of the new culinary medicine program in an interprofessional format was well-received by students. Implications for future efforts along these lines are as follows: 1) similar programs may be scalable and easily accomplished; and 2) imbedding culinary medicine experiences within an existing IPE curricular framework may provide an opportunity to reinforce competencies related to teamwork and leadership while simultaneously increasing students’ knowledge of clinical nutrition.

This panel discussion was a joint effort between University Libraries, Virginia Tech Carilion School of Medicine, and American Indian Studies. Virginia Pannabecker, Health, Life Science, and Scholarly Communications Librarian; David Trinkle, Associate Dean for Community and Culture, Virginia Tech Carilion School of Medicine; and Sam Cook, Director, American Indian Studies at Virginia Tech led the planning effort. Panelist Victoria Ferguson (not featured in the video recording) provided an introduction and led a discussion at the Virginia Tech Carilion School of Medicine event location in Roanoke. The panel was part of a series of events complementing the display of the exhibit Native Voices: Native Peoples' Concepts of Health and Illness (https://www.nlm.nih.gov/nativevoices/) at Newman Library from September 16th to October 25th, 2016. The exhibit was developed and produced by the U.S. National Library of Medicine (NLM). The American Library Association (ALA) Public Programs Office, in partnership with NLM, toured the exhibition to America’s libraries. It was brought to Virginia Tech by University Libraries; Virginia Tech Carilion School of Medicine; American Indian Studies; Human Nutrition, Foods, and Exercise; Division of Student Affairs: Intercultural Engagement Center; and the Moss Arts Center. The exhibit examined concepts of health and medicine among contemporary American Indian, Alaska native, and Native Hawai'ian people. The traveling exhibition, produced by the National Library of Medicine, featured interviews and works from native people living on reservations, in tribal villages, and in cities. Topics included: Native views of land, food, community, earth/nature, and spirituality as they relate to Native Health; the relationship between traditional healing and Western medicine in native communities; economic and cultural issues that affect the health of Native communities; efforts by Native communities to improve health conditions; and the ro