<strong>UCSF</strong> Education Day <strong>2011</strong>immediately prior to a clinical skills examination leads toimproved communication skills.Background: Web-based standardized patient (SP)modules have been associated with improvement inmedical students’ history taking and physicalexamination skills on clinical performance examinations(CPX). However, the use <strong>of</strong> such modules has not yetcorrelated with improvement in students’ communicationskills.Methods: This was a prospective observational studyinvolving fourth year medical students in academic year2008-2009. A 90 minute web-based module consisting<strong>of</strong> three simulated clinical encounters between a medicalstudent and SP was narrated by an expert clinician andSP to explain expected clinical skills behaviors. All 147students were notified one month prior to the CPX andencouraged to review the learning module prior to theexamination. The outcome measure was CPX scores.Results: 106 students (72%) viewed the web-basedmodule prior to the CPX and logged into the module fora mean <strong>of</strong> 86.4 minutes. There was no difference inUSMLE Step 1 or clerkship summary scores betweenstudents who chose to use the module and those whodid not. Students who watched the module performedsignificantly higher on the CPX communication score(+2.61%, p
<strong>UCSF</strong> Education Day <strong>2011</strong>Reflective critique: This curriculum was designed andevaluated with feedback from surgical faculty andmedical educators, and presented at ESCape. Feedbackfrom residents has prompted the design <strong>of</strong> a manual andtake-home videos, to be integrated into the curriculumnext year.Geriward: An Interpr<strong>of</strong>essional Team-Based Curriculum on Care <strong>of</strong> theHospitalized Older AdultStephanie Rennke, MD, <strong>UCSF</strong>,srennke@medicine.ucsf.edu; Lynda Mackin, RN, PhD,ANP-BC, CNS, <strong>University</strong> <strong>of</strong> <strong>California</strong>, <strong>San</strong> Francisco,lynda.mackin@ucsf.edu; Bree Johnston, MD, MPH,<strong>University</strong> <strong>of</strong> <strong>California</strong>, <strong>San</strong> Francisco, VA MedicalCenter; Adam Moylan, PhD, <strong>University</strong> <strong>of</strong> <strong>California</strong>, <strong>San</strong>Francisco, amoylan@ucsf.edu; Vicki Jue, PharmD,<strong>University</strong> <strong>of</strong> <strong>California</strong>, <strong>San</strong> Francisco,vicki.jue@ucsfmedctr.org; Cindy Lai, MD, <strong>University</strong> <strong>of</strong><strong>California</strong>, <strong>San</strong> Francisco, clai@medicine.ucsf.eduAreas abstract covers: UMEDomain(s) addressed: Competencies, Interpr<strong>of</strong>essionalEducation, Patient CarePurpose: To develop and implement aninterpr<strong>of</strong>essional team-based curriculum on care <strong>of</strong> thehospitalized older adult. Student objectives were to 1)identify geriatric competencies pertaining to the hospitalsetting; 2) engage in team-based learning to complete abedside exercise and 3) present a patient caseemphasizing systems-based practice.Background: Interpr<strong>of</strong>essional team care is required foreffective management <strong>of</strong> complex patients such as olderhospitalized adults. Health pr<strong>of</strong>essions students benefitfrom learning experiences that mirror current health caremodels. Team-based learning(TBL) is an effectivestrategy to teach students knowledge and skills inpatient care.Methods: GeriWard, <strong>of</strong>fered four times, included 26third year medical students, 12 fourth year pharmacystudents and 13 nursing students during 6 months <strong>of</strong> a12-month pilot. GeriWard included: (1) a two-hourworkshop, teams interviewed and examined an olderpatient focusing on one <strong>of</strong> three geriatric AAMCcompetencies: bladder catheters, restraints and skinassessment/pressure ulcer staging; and (2) medicalstudents presented their findings to the inpatient team.Students completed pre- and post-workshop surveys onattitudes towards interpr<strong>of</strong>essional education (IPE) andself-efficacy around the competencies. Hospital-basedfaculty rated the student presentations on content andapplication to systems-based practice.Results: Students showed improvement in attitudestoward IPE pre and post-curriculum (p= 0.001). Studentsrated self-efficacy on the competencies higher afterparticipating in the curriculum. Hospitalist faculty ratedthe student presentations highly, citing the students’ability to identify opportunities for quality improvementinterventions.Discussion: A curriculum combining team-basedlearning and bedside care increased students’ attitudestowards IPE and self-assessed ability to identify geriatriccompetencies and systems-based practice. Findings willbe presented at the Society <strong>of</strong> Hospital <strong>Medicine</strong>meeting and a manuscript will be developed forpublication.Reflective critique: Backed on feedback from studentsGeriWard will include physical therapy students andexpand to the SFVAMC and SFGH.Identifying Curricular Needs forClinical Medical Education inTanzaniaReena Gupta, MD, <strong>UCSF</strong>, reena.gupta@ucsf.edu; MollyFyfe, MPH MA, <strong>UCSF</strong>, mollyfyfe@yahoo.com; CharlesMkony, MD, Muhimbili <strong>University</strong> <strong>of</strong> Health and AlliedSciences, Tanzania, charles_mkony@yahoo.com; SarahMacFarlane, PhD MSc, <strong>UCSF</strong>,Macfarlane@globalhealth.ucsf.edu; Eligius Lyamuya,MD, Muhimbili <strong>University</strong> <strong>of</strong> Health and Allied Sciences,Tanzania, eligius_lyamuya@yahoo.com; Ephata Kaaya,MD, Muhimbili <strong>University</strong> <strong>of</strong> Health and Allied Sciences,Tanzania, ephata.kaaya@yahoo.comAreas abstract covers: UMEDomain(s) addressed: Clinical Instruction andPerformance, Competencies, Evaluation <strong>of</strong> Programsand Curricula, Global HealthPurpose: To identify curricular needs for clinicalteaching at the Muhimbili <strong>University</strong> <strong>of</strong> Health and AlliedSciences (MUHAS) <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> in Tanzania.Background: Tanzania faces a severe shortage <strong>of</strong>physicians. High student-faculty ratios and limited clinicalteaching facilities challenge medical education atMUHAS. We examined clinical training at MUHAS toinform curricular revision and improve clinical teaching toensure the preparation <strong>of</strong> competent physiciangraduates.Methods: This situation analysis <strong>of</strong> clinical teaching atMUHAS draws on data from three sources. The 2009Tracer Study surveyed recent MUHAS medicalgraduates (n=147) and their supervisors (n=48) on theirperceptions <strong>of</strong> how well MUHAS prepared them for32 The Haile T. Debas Academy <strong>of</strong> Medical Educators