2025 TEACH Education Day

AI-Generated Podcasts for Wilderness Medicine Education: A Feasibility Study

Authors: S. Lareau, C. Haines, J. Gardner

Podcasts are a popular medical education tool, especially for the review of journal articles, but production requires significant resources.  The objective is to determine if a trained artificial intelligence (AI) model could generate a well-received educational podcast based on journal articles, and assess listener comprehension with knowledge-based questions.

AI Readiness: A Stages of Change Approach for Faculty Development

Authors: K. Baskette, J. Hall, S. B. Johnson

With the rapid advancement of artificial intelligence (AI), there is an urgent need to equip faculty with the knowledge, confidence, and skills to integrate AI into their teaching and scholarship. A one-size-fits-all approach to faculty development often overlooks the unique needs and applications of AI across disciplines. Tailoring AI training programs to specific disciplines is essential for meaningful adoption.

A Pediatric Dermatology Curriculum for Primary Care Pediatricians: Impact on Confidence and Competence

Authors: C. Engel, H. Pride

Primary care pediatricians report limited training and variable confidence in diagnosing and treating common pediatric skin conditions. Access to pediatric dermatologists is insufficient in many regions, and referral wait times are often among the longest in pediatric specialties. Scalable educational strategies that enhance primary care providers’ dermatologic skills may improve timely care and clinical outcomes.

Artificial Intelligence for Adaptive Learning in Health Professions Education: A Scoping Review of Emerging Innovations

Authors: S. Toy, C. Hebert, M. Haymete, S. Pappada, L. Cetinkaya, K. Iyer, B. Mutcheson, J. Hoch, C. Comer, J. Gonzalo

The rise of generative artificial intelligence (AI) has sparked widespread interest in the potential of AI to transform health professions education. However, despite the technological promise, effective AI integration relies on intentional design. Adaptive learning systems, which tailor instruction to individual learners' needs, are particularly relevant to competency-based education frameworks that highlight timely, specific, and personalized feedback. Dynamically adaptive systems, specifically, may be well-equipped to provide this kind of real-time personalization. This scoping review examines how AI-enabled systems facilitate adaptive learning in health professions education and evaluates their effectiveness in achieving this potential.

Back to the Drawing Board: Re-thinking the role of game-based learning in medical education

Authors: C. Hebert, S. Toy

As voluntary attendance in medical school lectures continues to decline, educators are exploring alternative, more engaging teaching modalities to promote student participation and knowledge retention. Game-based learning (GBL) has emerged as one such approach, with proponents arguing that interactive learning increases student engagement, thereby promoting long-term knowledge retention. Advocates also suggest GBL is more inclusive for individuals with diverse learning needs. However, little evidence exists to substantiate these claims. While individual gamified educational elements have demonstrated short-term efficacy, few if any studies have compared knowledge retention from GBL compared to traditional lecture over extended timeframes. If we are to continue using these methodologies to teach medical students, it behooves us as educators to properly ensure that educational games can yield student outcomes comparable to conventional methods.

Clock Collage

Author: R. Carpenter

Construct Validity of the Interprofessional Collaborator Assessment Rubric Among Rehabilitation Physicians

Author: J. Weppner

In Physical Medicine and Rehabilitation (PM&R), multidisciplinary teamwork is crucial for patient care. Reliable tools are needed to assess and enhance residents' interprofessional collaboration skills, ensuring they can effectively lead and participate in rehabilitation teams. This study aimed to explore the construct validity of the Interprofessional Collaborator Assessment Rubric (ICAR) when used by rehabilitation physicians.

Diagnosis and Treatment of Chronic Pain Patients: LEveraging the ACR Fibromyalgia Screening Tool and Targeted Social History Assessment

Authors: C. Beakes, R. Carpenter, K. Voegtlin

Fibromyalgia (FM) is a condition that causes chronic and widespread musculoskeletal pain and tenderness, often with chronic fatigue, cognitive disturbances, and poor sleep quality. FM patients are often misdiagnosed and undiagnosed for years before receiving a proper diagnosis. There are tools available to clinicians to improve diagnosis and treatment for patients. The tools lead to earlier diagnosis, fewer unnecessary diagnostic tests, and fewer opioid medication prescriptions. We aim to improve education about FM and the tools available in order to improve use and speed of diagnosis.  

Evaluating the Impact of Reduced Classroom Time and Increased Independent Learning on Student Performance in Integrated Foundational Sciences

Authors: J. Cleveland, R. LeClair

Virginia Tech Carilion School of Medicine (VTCSOM) recently implemented a strategic redesign in the Phase 1 curriculum to reduce classroom time, increase independent learning opportunities and modify engagement in problem-based learning (PBL).  A primary goal of this initiative was to maintain or improve student success and wellness during this transition.  In this new construct, learners receive weekly learning objectives and curated resources to guide their independent learning.  Additional tailored case-specific objectives are provided for each weekly PBL case.    With reduced classroom contact hours, learners are expected to acquire most foundational content through independent study or in the PBL setting. We sought to evaluate changes in learner performance across content delivered in the classroom by a content expert (formal learning) compared to content addressed independently through problem-based learning or other non-directed learning opportunities (independent learning). 

Exploring Faculty Perspectives on Training and Assessing Physical Medicine & Rehabilitation Residents in Interprofessional Team Meetings: A Multi-Institutional Survey

Authors: J. Weppner, T. Doren

Interprofessional collaboration is essential in healthcare, particularly in Physical Medicine & Rehabilitation (PM&R), where residents work in interdisciplinary teams to manage complex patient needs. There is limited literature on how PM&R faculty train and assess residents, which is necessary for improving patient outcomes and care efficiency. This research explores faculty strategies for preparing residents for interprofessional teamwork, which could help lead to standardized training and assessment protocols.

Focusing Student Learning During Anatomy Laboratory Sessions: Five Big Takeaways

Authors: J. P. McNamara, M. F. Nolan

Human anatomy is one of the foundational disciplines upon which the practice of medicine is founded. For over 150 years, students have been aided in their efforts to learn anatomy by means of dissection activities with human cadaveric material. A primary cognitive objective of cadaveric dissection has been to provide the student with an authentic, three-dimensional, visual and tactile experience of the human body. Additional benefits include an appreciation of anatomical variation in its many forms. Over the past several decades curricular time dedicated to the basic medical sciences has been steadily decreasing.

Fostering Empathy in Pre-Clerkship Medical Students Through Home-Visiting Experiences 

Authors: K. Rau, G. L. Casado, S. C. Silver, C. G. Hebert, J. Perez, E. Morley, R. Hopkins, C. Powell

Empathy is a core physician competency that predicts patient satisfaction, adherence, and clinical outcomes. Multiple cross-sectional studies, however, document a progressive decline in medical-student empathy during the pre-clerkship years, likely driven by heavy curricular demands, limited patient contact, and high-stakes examinations (e.g. Hojat et al., 2009; Igde et al., 2017; Machado et al., 2019). Humanistic, community-based experiences early in training have been proposed as an antidote (Hojat et al., 2009; Andersen et al., 2020). One approach is to establish partnerships with local health organizations that visit community members in their own homes (Stumbar et al., 2020). At the Virginia Tech-Carilion School of Medicine (VTCSOM), we have recently engaged with our local Child Health Investment Partnership (CHIP) of Roanoke Valley. CHIP is an early childhood home visiting program that works with socioeconomically disadvantaged and under-served populations in our region, helping them access much needed medical services and providing developmental education, kindergarten preparation, and regular child assessment and monitoring.

Incorporation of Dissection Task-specific Questions in a Medical Anatomy Course

Authors: M. F. Nolan, J. P. McNamara

Among the challenges associated with a reduction in scheduled class time is the loss of time for direct faculty-student interaction. In an effort to maintain the value limited laboratory dissection time, we developed a series of short answer questions attached to individual dissection tasks described in our VTCSOM Anatomy Guide & Workbook that students are expected to answer as they progress through each laboratory dissection session. Questions focus on the importance the dissected structures in the performance and interpretation of the general physical examination. 

Integrating Acupuncture into Modern Medical Practice: Development and Outcomes of a Physician Training Program at a Major Academic Medical Center

Authors: M. A. Haymete, S. K. Jain

Acupuncture is an ancient medical practice that involves the insertion of fine needles into specific points on the body to regulate the flow of energy (qi), alleviate pain, and promote healing. In recent years, there has been growing interest among patients and providers in integrating acupuncture into mainstream medical care. In response to increasing patient demand and limited availability of trained providers, we developed an acupuncture curriculum at a major hospital in Southwest Virginia—Carilion Clinic. The program was designed to train practicing physicians and medical trainees in evidence-based acupuncture techniques for integration into their clinical specialties.

Leading Teams through Transition: Humanistic Tools for Success

Authors: S. Harendt, L. Uherick, J. Hollimion, R. Pauly, L. Learman

Change within academic health centers is inevitable and often complex, involving curriculum innovations, enrollment expansions, and infrastructure development. Successful management of change hinges on addressing the human response—transitions—which reflect how individuals psychologically process and adapt to external change. Utilizing the Bridges Model, which emphasizes understanding and managing these human responses through phases of transition, we established a Transition Monitoring Team (TMT) at Virginia Tech Carilion School of Medicine (VTCSOM) to facilitate effective change management and ensure team member well-being, engagement, trust, and retention during a curricular change. Given that individuals who comprise the staff, faculty, and student populations essentially “are” the medical school and thus produce all facets of the educational experience and output, understanding transition management is vital. 

Learning Through Podcasts (Because Medical Learners Don't Have Time for LEctures)

Authors: M. Rudd, S. Harendt, S. Whicker, A. Ollendorff

Podcasts have emerged as a valuable educational tool, offering flexibility and accessibility that align with demanding schedules. The growth of podcasts in medical education over the past decade has been particularly significant, with the COVID-19 pandemic further accelerating their adoption.1-4 Podcasts provide learners with the opportunity to engage in "opportunistic learning," allowing consumption of educational content while performing other tasks, and have been found to be as effective as traditional self-directed learning methods.

Mentorship Matters: Benefits of a Structured Mentoring Program for Internal Medicine Faculty

Authors: S. Harendt, J. Y. Jackson-Akers, L. Wani, R. Carpenter, R. Pauly

Mentorship Matters is a structured 12-month mentoring program designed to support the professional and personal development of physicians. Mentorship is beneficial to both mentees and mentors. For mentees, mentorship programs enhance responsibility, provide support and guidance, increase career satisfaction, have higher rates of promotion, and suffer less stress and burnout. Mentors benefit from exposure to new ideas, having professional stimulation, rejuvenation, and enhanced professional satisfaction. The overarching goal of mentorship programs is to foster communities of inclusivity and collaboration. Structured programs provide specific advantages, including clearly defined guidelines and planned skill development. Recent trends highlight the increased use of virtual mentorship formats, which offer greater scheduling flexibility and broader participation.

Physician Well-Being at Carilion Clinic: A Local Reflection of a National Crisis

Authors: N. Nunez, K. Butterfield, L. Uherick

Physician burnout remains a critical concern, with the 2025 Mayo Clinic Proceedings revealing that 47% of physicians feel burned out nationally.  Alarmingly, physicians are 82% more likely to experience burnout than other professionals. It is well understood that burnout has individual consequences and organizational costs.  Another area of growing interest is the effect of burnout on the learning environment.  At Carilion Clinic, we had not surveyed attending physician well-being in over five years.  Through this study, we aimed to understand Carilion Clinic physician well-being with the goal of creating meaningful, targeted improvements.  

Piloting the Pediatric Medical Student Chief Role: Enhancing Leadership, Teaching, and Clerkship Engagement

Authors: V. Permashwar, A. Laverty, S. Harendt

The Fourth-Year Chief Role is a pilot longitudinal elective that exemplifies social constructivism and situated learning principles, offering students a meaningful pathway to develop their professional identity, leadership, and teaching competence in authentic clinical and educational contexts1-2. Through structured opportunities for peer mentorship, near-peer teaching, and active participation in academic medicine, the role operationalizes key concepts such as communities of practice and cognitive apprenticeship, making it a robust model for value-added medical education3-6.  By serving as a vital bridge between students and faculty, participants not only strengthen their own readiness for residency but also contribute to institutional capacity for peer-led education and innovation, deepening their understanding of both the academic and collaborative dimensions of medical practice.

Reducing Friction with Medication Ordering: Aligning Epic Preference Lists with Clinical Practice

Authors: M. Speaker, K. Karczewski

Electronic Health Record (EHR) systems such as Epic are integral to clinical education and workflow. When medication preference lists lack accurate defaults, providers and learners experience ordering inefficiency (friction).  At Carilion Clinic, some medications orders are edited 100% of the time, highlighting inefficiencies and a disconnect between system design and clinical practice. This project aims to address this challenge through a targeted informatics intervention aligned with the TEACH mission to foster educational innovation and improve the clinical working and learning environment.

Retrospective Cross-Sectional Qualitative Study on Bariatric Surgery Discussion and Referral Rates

Authors: M. Naveed, E. Gienger, R. Carpenter

Bariatric surgery is an evidence-based treatment for severe obesity and related comorbidities, yet many eligible patients report never having it discussed with their primary care provider. Internal medicine (IM) and family medicine (FM) clinics serve as critical settings for initiating weight management conversations. Understanding how often and under what circumstances bariatric surgery is addressed can reveal important gaps in provider education and patient care.

The Interprofessional Collaborator Assessment Rubric: A Construct Validity Study Among Allied Health Professionals

Author: J. Weppner

Effective multidisciplinary teamwork is essential in Physical Medicine and Rehabilitation (PM&R) to optimize patient care. There is a lack of tools to reliably assess trainees' interprofessional collaboration skills. This study aimed to examine the construct validity of the Interprofessional Collaborator Assessment Rubric (ICAR) when used by allied health professionals.

Transforming Health Professions Education Research: The New Era of the HERS Program

Authors: M. Rudd, J. Gonzalo, D. Musick, S. Toy, S. Harednt, S. Whicker

The Health Professions Education Scholars (HERS) program is an innovative faculty development initiative designed to cultivate skilled medical education researchers. Rooted in a social constructivist framework, the program integrates structured instruction, mentorship, and applied research to build research capacity and foster scholarly collaboration.

Use of an Innovative Interdisciplinary Rounding Model to Engage & Educate - Optimizing External Ventricular Drain (EVD)

Authors: E. M. Harvey, M. Gearhart, K. Manchin, V. Ferguson, K. Weatherholtz

Bundles of care based are used extensively in critical care settings to reduce complications associated with invasive devices. External ventricular drains (EVD) are used for evaluation and management of patients with severe acquired brain injury, but an evidence-based EVD bundle of care has not been established. However, clinical guidelines emphasize the benefit of local EVD care bundle use to improve outcomes. This quality improvement project chronicles the impact of a weekly interdisciplinary (IDT) EVD rounding model to educate clinical staff and finesse a local EVD care bundle to dramatically sustain reduction in the EVD-related ventriculitis, while optimizing resource utilization. 

Call for Poster Abstracts

The Call for Poster Abstracts for TEACH Education Day on October 17, 2024 is now closed.  Register for TEACH Education Day to see which posters were selected.

Education research posters will be displayed during the Posters, Recognition, and Awards Reception.  Poster abstracts should reflect the TEACH mission to advance educational excellence and innovation, be of peer-review quality, and follow the formatting requirements listed in the accordion below.

Abstracts must be submitted online no later than August 9, 2024 11:59 pm EST.

One poster abstract will be selected for a 15-minute podium presentation during the Posters, Recognition, and Awards Reception.