Kelli Qua

Background A persistent challenge in medical education is ensuring the retention and application of basic science knowledge during clinical clerkships. Despite its foundational role in clinical reasoning, opportunities to revisit and meaningfully apply basic science concepts are often limited during the clerkship year. The Sciences and Art of Medicine Integrated (SAMI) course at Case Western Reserve University School of Medicine addresses this gap by integrating structured, small-group experiential learning sessions alongside clinical rotations. Methods This mixed-methods study explored third-year medical students’ perceptions of the course and experiential learning during the 2024–2025 academic year. Quantitative data were collected through an end-of-course survey, including Likert-scale items on course quality and specific components. Qualitative data were gathered from open-ended survey responses and voluntary focus groups, analyzed using thematic analysis grounded in Kolb’s experiential learning theory. Results Most students rated their overall educational experience in SAMI as good or excellent. Teamwork activities and standardized patient encounters were highly rated for supporting clinical reasoning and communication. Qualitative findings highlighted the value of collaborative learning, integration of basic and clinical sciences, and opportunities for skill-building not routinely practiced during clerkships. Students appreciated revisiting foundational science concepts, particularly through tools like Mechanism of Disease Maps, and valued the psychologically safe, team-based environment. Suggestions for improvement focused on enhanced feedback mechanisms. Conclusion SAMI demonstrates that experiential, small-group learning grounded in Kolb’s model can effectively bridge the gap between basic science and clinical reasoning during clerkships. Enhancing feedback and streamlining logistics may further strengthen such integrative educational interventions.

A well-trained workforce is essential to advance cancer research and improve patient outcomes. The National Cancer Institute T32 Institutional Research Training Grant programs are designed to cultivate the next generation of cancer researchers through interdisciplinary training. Despite widespread implementation, limited longitudinal evidence exists on the long-term impact of these programs. This study conducted a longitudinal bibliometric evaluation of two NCI-funded T32 programs at Case Western Reserve University School of Medicine from 2005 to 2024. Outcomes for T32 participants and matched controls were compared, assessing research productivity, scholarly impact, collaboration, innovation, and sustained funding. Data sources included publication records, citation metrics, patent applications, and federal research grant data. Analyses were performed at 5-, 7-, 10-, and 15-years post-training. T32 participants demonstrated higher research productivity and scholarly impact, particularly during early and mid-career stages. Significant advantages were observed in publication output, h-index, and field-weighted citation impact during the first 10 years post-training. T32 participants were more likely to secure federal funding and produce highly cited publications and patents, indicating stronger translational influence. However, group differences diminished by 15 years post-training. No significant differences were found in collaboration metrics between groups. NCI T32 training programs provide measurable early-career benefits in research productivity, scholarly impact, and innovation. These programs promote sustained engagement in cancer research and successful grant acquisition, supporting their role as engines for launching impactful scientific careers. Long-term outcome tracking is essential to optimize training program design and advance the cancer research workforce.

The purpose of this study was to enrich understanding about the perceived benefits and drawbacks of constructed response short-answer questions (CR-SAQs) in preclerkship assessment using Norcini's criteria for good assessment as a framework. This multi-institutional study surveyed students and faculty at three institutions. A survey using Likert scale and open-ended questions was developed to evaluate faculty and student perceptions of CR-SAQs using the criteria of good assessment to determine the benefits and drawbacks . Descriptive statistics and Chi-square analyses are presented, and open responses were analyzed using directed content analysis to describe benefits and drawbacks of CR-SAQs. A total of 260 students (19%) and 57 faculty (48%) completed the survey. Students and faculty report that the benefits of CR-SAQs are authenticity, deeper learning (educational effect), and receiving feedback (catalytic effect). Drawbacks included feasibility, construct validity, and scoring reproducibility. Students and faculty found CR-SAQs to be both acceptable (can show your reasoning, partial credit) and unacceptable (stressful, not USMLE format). CR-SAQs are a method of aligning innovative curricula with assessment and could enrich the assessment toolkit for medical educators.

Programmatic assessment is a systematic approach used to document and assess learner performance. It offers learners frequent formative feedback from a variety of contexts and uses both high- and low-stakes assessments to determine student progress. Existing research has explored learner and faculty perceptions of programmatic assessment, reporting favorable impact on faculty understanding of the importance of assessment stakes and feedback to learners while students report the ability to establish and navigate towards goals and reflect on their performance. The Cleveland Clinic Lerner College of Medicine (CCLCM) of Case Western Reserve University adopted programmatic assessment methods at its inception. With more than 18 years’ experience with programmatic assessment and a portfolio-based assessment system, CCLCM is well-positioned to explore its graduates’ perceptions of their programmatic assessment experiences during and after medical school. In 2020, the investigators interviewed 26 of the 339 physician graduates. Participants were purposefully sampled to represent multiple class cohorts (2009–2019), clinical specialties, and practice locations. The investigators analyzed interview transcripts using thematic analysis informed by the frameworks of self-determination theory and professional identity formation. The authors identified themes and support each with participant quotes from the interviews. Based on findings, the investigators compiled a series of recommendations for other institutions who have already or plan to incorporate elements of programmatic assessment into their curricula. The authors concluded by discussing future directions for research and additional avenues of inquiry.

Some medical schools have incorporated constructed response short answer questions (CR-SAQs) into their assessment toolkits. Although CR-SAQs carry benefits for medical students and educators, the ...

Evaluation researchers at Clinical and Translational Science Award (CTSA) hubs are conducting retrospective case studies to evaluate the translational research process. The objective of this study was to deepen knowledge of the translational process and identify contributors to successful translation. We investigated the successful translation of the HemeChip, a low-cost point-of-care diagnostic device for sickle cell disease, using a protocol for retrospective translational science case studies of health interventions developed by evaluators at the National Health Institutes (NIH) and CTSA hubs. Development of the HemeChip began in 2013 and evidence of device use and impact on public health is growing. Data collection methods included five interviews and a review of press, publications, patents, and grants. Barriers to translation included proving novelty, manufacturing costs, fundraising, and academic-industry relations. Facilitators to translation were CTSA pilot program funding, university resources, entrepreneurship training, due diligence, and collaborations. The barriers to translation, how they were overcome, and the key facilitators identified in this case study pinpoint areas for consideration in future funding mechanisms and the infrastructure required to enable successful translation.

Purpose To explore how early meaningful experiential learning in community settings impacted medical students’ application of systems thinking, their perceptions of systems navigation, and their professional identity as health system change agents. Methods Following an immersive Health Systems Science course, first-year medical students partnered with veterans or newly arrived refugee families and served as health system patient navigators embedded within primary care teams for a year. Across two cohorts, fifty-six students participated in the elective. Three voluntary focus groups were conducted each year for a total of six groups with 50 patient navigator students. Inductive content analysis of focus group transcripts was conducted. Results Qualitative analysis produced three major themes: program impact on students, student impact on patients, and student perceptions of the role of healthcare providers. Students reported a rich understanding of social determinants of health. By improving patient awareness of health and well-being, building capacity to understand medical issues, and increasing medication adherence through teaching, students recognized their impact on patient care. The importance of interprofessional collaboration with social workers also emerged and helped shape students’ understanding of how they as physicians are part of a coordinated team working toward better patient care. Conclusion The Case Western Reserve University WR2 curriculum teaches students how to address complex determinants of health and how to consider their role in dynamic health systems. This study highlights rich themes that emerged from students as they recognized the context that creates health for both individuals and communities. It underscores the role of such experiences in reinforcing systems thinking and development of change agency, both contributing to their professional identity formation as physicians.