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This abstract book has been produced using author-supplied copy. Editing has been restricted to some corrections of spelling and style where appropriate. No responsibility is

assumed for any claims, instructions, or methods contained in the abstracts: it is recommended that these are verified independently.

105

Canadian Medical Education Journal

Canadian Conference on Medical Education 2022 abstracts Les résumés de la Conférence canadienne sur l'éducation médicale 2022

Published ahead of issue: March 15, 2022; published May 3, 2022. CMEJ 2022, 13(2) © 2022; licensee Synergies Partners

https://doi.org/10.36834/cmej.75002. This is an Open Journal Systems article distributed under the terms of the Creative Commons Attribution License.

(https://creativecommons.org/licenses/by-nc-nd/4.0) which permits unrestricted use, distribution, and reproduction in any medium, provided the original

work is cited.

Oral Presentations ......................................................................................................................................................... 106

OA: April 24, 2022, 10:00 MST ................................................................................................................................... 106

OB: April 24, 2022, 15:30 MST ................................................................................................................................... 121

OC: April 25, 2022; 10:00 MST ................................................................................................................................... 137

OD: April 25, 2022: 15:00 MST ................................................................................................................................... 152

OE: April 26, 2022; 08:30 MST ................................................................................................................................... 166

OFV: April 26, 2022, 13:30 MST ................................................................................................................................. 181

Workshops ..................................................................................................................................................................... 197

WA: April 24, 2022, 10:00 MST .................................................................................................................................. 197

WB: April 24, 2022, 15:30 MST .................................................................................................................................. 199

WC: April 25, 2022, 10:00 MST .................................................................................................................................. 201

WD: April 25, 2022, 15:00 MST .................................................................................................................................. 203

WE: April 26, 2022; 08:30 MST ................................................................................................................................... 204

WF: April 26, 2022, 13:30 MST ................................................................................................................................... 206

Virtual poster sessions ................................................................................................................................................... 209

April 24, 2022, 13:30 MST .......................................................................................................................................... 209

April 24, 2022, 13:45 MST .......................................................................................................................................... 216

April 24, 2022, 14:00 MST .......................................................................................................................................... 223

April 24, 2022, 14:15 MST .......................................................................................................................................... 230

April 24, 2022, 14:30 MST .......................................................................................................................................... 236

April 24, 2022, 14:45 MST .......................................................................................................................................... 241

Virtual Posters ............................................................................................................................................................... 244

Table of Contents

Conference Abstracts

This abstract book has been produced using author-supplied copy. Editing has been restricted to some corrections of spelling and style where appropriate. No responsibility is

assumed for any claims, instructions, or methods contained in the abstracts: it is recommended that these are verified independently.

106

OA: April 24, 2022, 10:00 MST

OA 1 Black health & wellness / admissions

Glen 201 - CTCC

OA 1-1

69198
L'admission et la poursuite des études médicales par les étudiants noirs : les barrières et les facilitateurs Salomon Fots ing University of Ottawa, Angelina Tohme University of Ottawa, Gaelle Bekolo University of Ottawa, Johanne Mathieu Université de Sherbrooke, Harneet Cheema University of Ottawa Background/Purpose : Au Cana da, les facultés de médecine prône nt l'équité, la diversité et l'inclusion dans leurs mandats. Cependant, on note que les minorités ethniques notamment noires restent sous représentées dans les ef fectifs d'admi ssion. Cette discordance génère plusieurs questionnements quant à la concrétisation de ces notions dans le ur processus d'admission ainsi que leur degré d'intégration au sein des facultés. Ce projet visait à identifier les facteurs influençant l'admission en médecine et la poursuite des étud es médicales par les minorités ethniques. Methods :Recher che systéma tique et a nalyse narrative des écrits provenant des bases de données Medline (PubMed), PsycINFO, CINAHL, Education source, Eric et G oogle Scholar. 152 documents en anglais publiés entre 1994 et 2021 ont été répertoriés et traités dans les logiciels Zotero et Covidence. 45 articles ont été retenus et analysés. Results : Sur les 45 articles analysés, 34 (75,5%) traitent de ce sujet chez des étudiants noirs. Seul 1 article se rapporte au contexte canadien. Les barrières identifiées incluent : le mentorat inadapté, une préparation académique inadéquate, les stéréotypes et le syndrome de l'imposteur, le manque de finances et de co nnaissances préalables sur le métier de médecin. Les facilitateurs identifiés incluent : des programmes visant à augmenter la diversité en médecin e, des programmes de mentorat offrant une exposition et sensibi lisation précoce à la profe ssion, du soutien financier et du support académique. Conclusion : Ils existent plusieurs barrières et facilitateurs à l'éducation médicale pour les minorité s ethniques, p lus particul ièrement noires. Davantage de recherches canadiennes à ce sujet permettraient de mieux cerner cette problématique à l'échelle nationale.

OA 1-2

68160
Fit-For-Purpose: a Customized, In nov ative, Mixed Methods Online Admission Interview for Integrated Intrinsic Attributes Debra Sibbal d University of Toronto, Andrea Sweezey University of

Toronto

Background/Purpose: Measuring interdependent, intrinsic attributes via interviews is challenging, and furthe r confronted by pandemic restrictions. This study examined appropriateness of a mixed methods asynchronous online recorded interview co mbining blueprinted, validated, weighted assessments to discriminate between large numbers of admission applications. Methods: The instru ment assessed intrinsic attributes in Pharmacy applicants (N=608) using 10 recorded verbal responses; a written passage response and multiple-choice questions. In verbal recordings, applicants responded to objective and reflective questions related to challenging, standardized scenarios assessing interpersonal, cognitive and decision- making skills. The written passage addressed attributes and English skills. Trained expert/non-expert assessors evaluated responses using global ratings, noting red flag performances. MCQs measured attributes and English comprehension. Applicant results were compared to pre-launch (2nd, 3rd, and 4th year students) and concurrent pilots (1st year students; recent graduates). The conjunctive pass score combined weighted cut scores for each component. Interview scores were merged with academic GPA scores to determine and rank acceptable applicants. Results: All three formats showed appropriate means, and discrimination individually and when combine d in a weighte d average. Reliabilit y coefficients were acceptable (written- α, ω = 0.9; verbal- α, ω = 0.70). Verbal responses per formed well independently (p < 0.001) and contributed positively to overall results. Unprofessional behaviours were infrequent, in applicants who also received lower scores. Assessor and applicant survey feedback was positive. Conclusion: The design was effective as an online admission screening instrument, discriminated well between applicants with an acceptable pass rate, providing evidence of integrated competencies derived through multiple measures and perspectives.

OA 1-3-

69245
Enhancing Equity through Implicit Bias Recognition and Management in

Medical School Admissions

Khadija Ahmed Western University, Tisha Joy Western University, Javeed Sukhera MD, PhD, FRCPC, Chair/Chief of Psychiatry, Hartford Hospital Background/Purpose: Addressing issues relating to equity, diversity, and inclusion (EDI) is essent ial for medical scho ol adm issions processes. Admissions members have an important role and influence in admissions decisions, yet are prone to implicit biases that can impact EDI efforts. As such, implicit bias training has been an integral part of admissions processes at many universities. Therefore, to inform admissions training guidelines, our study sought to explore how key p layers within t he medical admissions process identify and integrate feedback about their implicit biases. Methods: Utilizing constructivist grounde d theory methodology, we conducted semi-structured interviews with adm issions stakeholders (faculty, learners, and community members) (n=21) at Schulich School of Medicine and Dentistry (Western University, London, Canada) who had participated in group-based implicit bias training in the previous admissions cycle. The online impli cit association test was us ed as an elicitation prompt to encourage self-reflection of potential biases, the influence of bias in admissions, and methods to mitigate these biases. Results: Participants were largely unaware of their implicit biases, yet acknowledged that these biases may i nfluence their decisions. Bi ases often related to in-group affinity towards similar applicants. Participants felt that sensitive conversations and platforms for discussion about the intersection of identity and affinit y were nee ded, alongside a more individualized approach to training. Conclusion: Improving our knowledge and training around implicit bias in the context of medical admissi ons is a key component of enhan cing

Oral Presentations

CANADIAN MEDICAL EDUCATION JOURNAL 2022, 13(2)

107
equity. Our study suggests that implicit bias training is short-lived and advancing EDI in admissions may require more individualized training and preparation.

OA 1-4

69356
Addressing Financial and Social Barriers and Increasing Conf idence Amongst Underreprese nted Minority Medical School Applicants on

CASPer During COVID-19

Julianah Oguntala University of Toronto, Claudine Henoud University of Ottawa, Libny Pierre-Loius University of Ottawa, Asli Fuad University of Ottawa, Farhan Mahmood University of Ottawa, Claudine Henoud University of Ottawa, Ike Okafor University of Toronto Background/Purpose: Computer-based Assessment for Sampling Personal Characteristic s (CASPer) is used by many medical schools to assess the non-academic competencies of applicants. With the advent of COVID-19, CASPer Snapshot was introduced for admissions committees to learn more about their applicants, pre-interview. Performance on CASPer can be enhanced by coaching and mentorship, which Underrepresented Minorities in Medicine (URMMs) often lack when applying to medical schools. Summary of the Innovation : The CASPer Pre p Pr ogram (CPP) was developed in 2019 by medical students from the University of Ottawa in conjunction with the University of Toronto's Comm unity of Supp ort program. CPP is a free, online 4-week program led by medical students featuring access to a me dical ethics book, feedback du ring class, homework review, and a mock exam. In 2021, CPP implemented curricula for the C ASPer Snap shot and CanMEDS ro les, and over 320 URMMs applicants were supported. We hoped to increase students' confidence and competency for the CASPer Snapshot and their understanding of CanMEDS roles. We also aimed to relieve the financial burden of applying to medical school during the COVID-19 pandemic. Conclusion: From pre and post-program questionnaires ( n=126, 60, respectively) completed by the students, there was a significant increase in the URMM's know ledge about the CASPer Snapshot, and in their confidence in understanding mo st CanMEDS roles. The majority of respondents strongly agreed or agreed that CPP relieves students of the financial burden a nd enables students to access mentors du ring the pandemic. Our program succe ssfully addr esses the socioeconomic obstacles faced by URMMSs applicants in their pursuit of medical school.

OA 1-5

69368
Upstream Effects of Medic al School Admission Policies on Medical Aspirants: Insights from the Coalition of Canadian Undergraduate Health

Programs

Stacey Ritz McMaster University, Sarah Wells Dalhousie University, Robb Travers Wilfrid Laurier Unive rsity, Martin Holcik Carleton University, Michael Adams Queen's University, Barbara Ravel Laurentian University, Louise Winn Queen's University, Otto Sanchez Ontario Tech University, Mark Nachtigal University of Manitoba, Ebba Kurz University of Calgary,

Diane Williams University of Waterloo

Background/Purpose: In the competitive a dmissions landscape for Canadian medical schools, aspirants to medicine are often highly strategic about crafting an ad mission profile to maxi mize th eir chances of acceptance. Academic leaders of undergraduate health programs in Canada have conside rable insight i nto how aspirants respond to the admissions policies of medical schools, and the impacts these have at the level of the individual and the program. Methods: Members of the Coalition of Canadian Undergraduate Health Programs (comprised of the academic leaders of these programs) were asked for their observations and insights about how students in their programs respond to medical school admissions policies, and common themes and areas of heightened concern were identified. Results: CCUHP leaders identified a variety of upstream effects of medical school admissions policies, including: heightened levels of student focus on and distress about grades; course selection oriented to maximizing GPA or to ensure eligibility for admission to all medical schools (e.g., organic chemistry); maladaptive competitiveness, reduced collaboration and breaches of academic integrity; intense investment in extracurricular activities and MCAT preparation; and reluctance to take reduced course loads even during health or personal crises. Conclusion: CCUHP members reported a significant number of upstream consequences of medical school admissions policies on aspirants including adverse effects on individual behaviour and program cultures that might incentivize activities that are actually at odds with the broad goals of medical school recruitment. These observations can help to inform the ongoing evolution of admissions policies and serve as the basis for further research on this topic.

OA 1-6

69393
Eliminating Financial Barriers For Medical School Applicants Ololade Ogunsuyi Georgetown University, Amira Abdalla Ohio State University, Claudine Henoud University of Ottawa, Maisoon Yousif Dalhousie University, Chantal Phillips University of Toronto, Justin Lam University of Toronto, Farhan Mahmood University of Ottawa, Tobi Olaiya McMaster University, Ike Okafor University of Toronto, Mark D.

Hanson University of Toronto

Background/Purpose: Canadian medical school s are focusing on socioeconomic diversity as a part of equity, diversity, and inclusion efforts. An important financial barrier to achieving representation are costs of the medical school application process. Financial barriers include completing the Medical College Admissions Test (MCAT), which can average $3000 per year, as well as medical school applic ation fees. Stra tegies coordinated across medical schools to address these barriers are lacking. The Price of a Dream (POD) is a medical trainee, staff, and faculty advocacy group focused on developing coordinated approaches to socioeconomic diversity to fill this gap and decrease application costs for applicants in financial need. Summary of the Innovation: POD, in collaboration with the Association of Faculties of Medicine of Canada (AFMC), the Council of Ontario Faculties of Medic ine (COFM) and the Ontario Universities' Applicat ion Centre (OUAC) implemented two programs to address these barriers. The MCAT Fee Assistance Program (FAP) was started by the AFMC in 2018. The FAP offers eligible applicants free MCAT preparation and reduced scheduling, rescheduling, and cancellation rates. In 2 020, POD imp lemented a national FAP outreach strategy to increase its accessibility. In the 2021-

2022 app lication cycle, POD also collaboratively implemented the

provincial Ontario Medical School Application Fee Waive r (OMSAFW) program. The OMSAFW program offers e ligible applicants $60 0 of financial support for Ontario medical school application fees. Conclusion: POD's MCAT FAP outreach strategy resulted in a 39.1% and

45.5% increase in applications and awardees respectively compared to

the previou s year. The OMSAFW program had 193 comp leted applications, and 150 applicants received the fee waiver.

CANADIAN MEDICAL EDUCATION JOURNAL 2022, 13(2)

108

OA 2: Residency

Glen 202 - CTCC

OA 2-1

68971
The Top Ten Percent: A Rhetorical Analysis of Letters of Recommendation for Resident Selection Christen Rachul University of Manitoba, Benjamin Collins University of Manitoba, Nancy Porhownik University of Manitoba, William Fleisher

University of Manitoba

Background/Purpose: Letters of recommend ation (LORs ) play an important role in resident selection yet writers receive little guidance on writing effective LORs and selection committees struggle to decipher LORs so that they can fairly assess and select applicants. The purpose of our study was to identify common patterns in the content, structure, and language of LORs and link these patterns to the social context of the

Canadian resident selection process.

Methods: We conducted a type of discourse analysis called genre analysis on a corpus of 87 LORs submitted for applicants who successfully matched to a Ca nadia n residency tr aining program. We analyzed t he LORs by identifying rhetorical moves, which are units of discourse that perform a coherent communicative functi on, and the rhetorical and lingui stic strategies that realize these moves. Using findings from a prior study that explored the social context of LORs, we linked the identified patterns to social practices in the same setting. Results: We identified a clear pattern in the structure and content of effective LORs, which highlighted the interpersonal qualities of applicants. We also identified key rhetorical and linguistic strategies that writers use to establish the credibility of the LOR and demonstrate the quality and suitability of the applicant for a training program. Conclusion: Our findin gs highlight the specific LOR features tha t contribute to effective LORs. The se findings can enhance faculty development initiatives aimed at writing LORs and also serve as a basis for developing more consistent and meaningful approaches to assessing LORs for more equitable selection of residents.

OA 2-2

69027
CANPREPP - Canada's Portal for Res ident Program Promotion: A

Collaborative Canadian Innovation

Victor Do University of Toronto, Melanie Lewis University of Alberta, Preston Smith University of Saskatchewan, Geneviève Moineau The

Association of Faculties of Medicine of Canada

Background/Purpose: COVID-19 led to signi ficant di sruption of the Canadian R1 residency matching process. In response to the need to transition to virtual interviews and cancel visiting electives for the 2021 cohort, the Association of Faculties of Medicine of Canada (AFMC) led an urgent, collaborative change management process to en sure the R1 match would be optimally executed. Core pri nciples of learner engagement and equity were applied throughout. Faculty and student leaders worked togeth er to find a way to help students connect t o programs and that residency programs have equitable access to students Summary of the Innovation: CANPREPP - Canada's Portal for Resident Program Promotion was an innovative solution developed and officially launched in November 2020 for the 2021 match cycle. This initial version had a centralized residency program promotion events calendar as well as pages dedicated to each residency program which included a plethora of program information. As of June 2021, CANPREPP saw active engagement from 469/517 (91%) R1-entry residency programs across Canada. In total, CANPREPP saw over 20,000 site visits from launch to end of the R1 match cycle. In January and February 2021 alone, CANPREPP had over 7000 site visits. During peak periods, site visit durations were approximately 13 minutes. Conclusion: The CANPREPP tool filled an important void for students and programs in 2021. Initial feedback from users has been very positive and led to enhancements for the 2022 version. Further evaluation is underway to understand the impact of the tool on student program selection and career decision making.

OA 2-3

69234
Residents as People - The Role Ac ademic Half Day Plays in Bui lding

Community

Gabrielle Hayduk-Costa Dalhousie University, Sarah Burm Dalhousie

University

Background/Purpose: Residents in post-graduate medical education have dedicated learning time, often in the form of a weekly Academic Half Day (AHD). Despite b eing mandated by natio nal accreditation stan dards, minimal guidance is provided regarding the format, content, and explicit purpose of AHD. Seeking to better understand this core component of resident training, we studied residents' perceptions of and participation in AHD. Methods: Case study methodology guided data collection and analysis. Canadian Physical Me dicine & Rehabilitation (PMR) r esidents' engagement in AHD was the educational context we defined as our case. Semi-structured interviews were conducted with thirteen residents across eight schools. Interview transcripts were analyzed using an inductive coding approach. Results: While residents were asked about the educational value of AHD, they invariably spoke to its social benefits. AHD allowed residents to build community and foster a sense of connectedness with their peers. This was particularly valuable for junior residents as they navigated earl y challenging experiences within r esidency, and who otherwise fe lt disconnected from their program . Relationship to vocatio n, including establishing social and behavioural no rms of the professi on, was reinforced during AHD. To a lesser extent, AHD improved relationships with staff physicians. Conclusion: For PMR resi dents, AHD serves an important role in cultivating a sense of kinship, ca marade rie, and con nectedness w ith peers, with staff phys icians, and to vocation. These findings together highlight the resident as first, a person.

OA 2-4

69547
Quantifying variance in patient c are provided by family phys icians a s attributed to their residency program training. Kathleen Moncrieff University of Calgary, Keith Wycliffe-Jones University of Calga ry, Stephanie Garies University of Calgary, Boglarka Soos

University of Calgary

Background/Purpose: The shift to competency-based framewor ks for medical education was intended to enhance the clinical performance of graduates once in practice, but it is challenging to measure the degree to which performance can be attributed to the quality of training. Our goal was to examine variation in quality-of-care outcomes as a function of family physicians' postgraduate training programs. Methods: The following evidence-based quality indicators were defined using patient dat a from electronic me dical records c ollected from

CANADIAN MEDICAL EDUCATION JOURNAL 2022, 13(2)

109
participating family physicians in Alberta who contribute to the Canadian Primary Care Sentinel Surveillance Network and compared across self- reported location of family medicine postgraduate training (Universities of Calgary, Alberta, or Other), along with demographic characteristics. 1. Blood pressure within target for hypertension patients 2. Serum lipid estimation 3. Thyroid stimulating hormone monitoring for hypothyroid patients 4. Chronic kidney di sease scr eening for diabet es patients 5. Initiation of statin in high cardiovascular disease risk patients. Results: 70 Alberta family physicians participated (27 University of Calgary graduates, 22 University of Alberta grad uates, 21 graduates of other programs). There were no significant differences among the three groups in qualit y-of-care outcomes on 4/5 metrics. For thyro id hormo ne monitoring, graduates of the University of Alberta had significantly higher outcomes than the other groups. Conclusion: This study shows that quality-of -care indicators can be used to measure outcomes of postgraduate training and could be replicated in other jurisdictions. Programs could use this method to compare their graduates' outcomes with o thers to identify stren gths and areas for improvement in their curricula.

OA 2-5

69622
The Graduate Diploma Professional Masters of Medical Sciences (GDPM): Enhancing Success of International Medical Graduates' (IMGs) Entry into

Postgraduate Residency in Canada

Andrea Winthrop Queen's University, Michael Blennerhassett Queen's University, Jolene McLean Queen's University, Ross Walker Queen's University, James Reynolds Queen's University, Karen Schultz Queen's

University

Background/Purpose: IMGs are an u nderutilized sk illed health care resource, having limi ted paths to licensur e. Most must complete a postgraduate residency, but the CaRMS match rate for IMGs is less than

30%. The GDPM program is a unique graduate degree created by the

Faculty of Health Sciences to provide CaRMS eligible IMGs the opportunity to further develop their clinical and research skills in the context of the Canadian healthcare system, with the aim to improving their success in matching to a postgraduate residency. Summary of the I nnovation : Students enrol in the Di ploma (GD) or Masters (PM) program. A ll students take a course in research methodology emphasizing professional communication, critical appraisal, and foundational aspects of research, culminating in a research proposal.quotesdbs_dbs35.pdfusesText_40

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