Information About Virtual Posters and Authors
Thank you for viewing the TTR Symposium 2022 Virtual Posters.
Each poster was peer-selected through a competitive abstract process. Authors have created short 3-5 minute videos of them talking about their poster that can be viewed by clicking on the video links on each page.
Virtual posters can be viewed sequentially by clicking the links at the bottom of the page or by returning to the main page where they are all listed.
We encourage you to leave comments for the authors at the bottom of each page and have encouraged the authors to respond to questions.
Virtual Poster Author Biographies
Interprofessional education with a Mock Paging Activity within the Transition to Residency Course
Aaleena Zaidi
Aaleena Zaidi is a fourth-year medical student at the University of Texas Medical Branch John Sealy School of Medicine (JSSOM) in Galveston, Texas. She will be applying for Internal Medicine residency this fall and will also be serving as a Transition to Residency Course representative and School of Medicine Mock Page champion this spring. She has been working on medical education research with Dr. Qureshi, the TTR Course Director at JSSOM. Aaleena is passionate about improving medical student education and serves as a mentor for rising medical students.
Increasing Level of Comfort in Quality Improvement among Post-Clerkship Medical Students in Preparation for Residency Training
Dr. Sidra Qureshi
Layla Abdul Jabbar is a graduate from The Royal College of Surgeons in Ireland, Bahrain. She completed her internship at Hamad Medical Corporation, Qatar and is currently a Clinical research fellow at Mayo Clinic. She is concurrently working on Medical Education Research at the University of Texas Medical Branch (UTMB) under the mentorship of the Transition to Residency course director Dr. Sidra Qureshi. Dr. Sarah Siddiqui is the course director of the Health Systems Science & Community Service course at UTMB, and in collaboration with Dr. Cindy Chan is leading the Quality Improvement curriculum for fourth-year of medical school.
What Do They Do Again? Peer Teaching for Interprofessional Teams During Transition to Residency Course
Dr. Shivani Rao
Shivani Rao graduated from Rensselaer Polytechnic Institute in 2021 with a major in Biology and minors in Public Health and Psychology. She attended Rutgers Graduate School of Biomedical Sciences and obtained a Masters of Biomedical Sciences in May 2022. She joined Dr. Catherine Chen and Dr.Raman Bhalla on 2 Capstone projects pertaining to RWJMS' Transition to Residency BootCamp program. She is currently applying to medical schools.
Training medical students to deliver difficult news through large-scale simulation
Dr. Sarah Dunn
Dr. Liebow, Dr. Tu, and Dr. Morgan are all 4th year residents at Rutgers NJMS. Dr. Liebow and Dr. Tu hail from the department of Emergency Medicine and Dr. Morgan from Internal Medicine. Dr. Goett and Dr. Dunn are faculty members in the department of Emergency Medicine. Dr. Goett has an active role in our hospital’s palliative care practice and Dr. Dunn is the Transition to Residency course director. Dr. Laboy is the administrative director of the clinical skills center for the medical school.
Longitudinal Peer Review for Handoff Education in Transition to Residency Course
Dr. Rajiv Trehan
After completing his undergraduate studies at Rutgers, Dr. Raman Bhalla went on to graduate from Rutgers-NJMS. Dr. Bhalla completed residency at North Shore-LIJ Internal Medicine Department. He joined Rutgers-RWJMS in 2017 where he is currently an Assistant Professor of Medicine. He currently serves as Director of the Internal Medicine Consultation Service Elective, Co-Director of the Internal Medicine Transition to Residency Program, and has a strong interest in resident and medical student education. After earning a bachelor’s in biomedical engineering from Case Western, Rajiv Trehan is a current NIH MRSP fellow focusing on cancer immunology and M.D. student at Rutgers RWJMS.
Individualized Student Learning Plans in Transition to Residency Course
Dr. Patrick Bishop
Patrick Bishop is a senior medicine resident and future chief medical resident at Wayne State University. Lina Daoud is a current research assistant at Detroit Medical Center and future internal medicine resident. They would like to thank Dr. Diane Levine, M.D. (WSU Professor of Medicine, Clinical Educator and Vice Chair of Education) as well as prior 2021 TTR Coordinator of the Year, Anthony Gaynier, M.S. for their significant guidance and contributions.
Customizable Asynchronous Learning Modules in Combination with Optimal Online Platform Use: A Unique Structure to Efficiently Cover Diverse Course Content
Dr. Neda Wick
Neda Wick is currently a second-year Neuropathology Fellow at UT Southwestern Medical Center in Dallas, TX. She completed medical school here with a special focus and distinction in Medical Education, followed by residency in Anatomic and Clinical Pathology. She has been involved in course development initiatives to expand medical student education in Pathology and also helped develop the four-year track and distinction in Medical Education at UT Southwestern of which she was one of the first two recipients. Her work would not have been possible without the support of Dr. Dorothy Sendelbach, Assistant Dean for Undergraduate Medical Education.
Evaluating the Efficacy of Residency Preparation Courses via Student Self-Assessment Surveys
Dr. Meera Kattapuram
Meera Kattapuram is a fourth year medical student at the University of Michigan Medical School with interests in internal medicine and dermatology. During her time in medical school, she has been passionate about increasing diversity in curricular materials, implementing educational interventions, and evaluating the efficacy of these efforts through student feedback. She currently serves as an Education Representative on the University of Michigan Student Diversity Council. She is excited to share more about the residency preparatory course curriculum at the University of Michigan with symposium attendees.
Transition from Medical School to Internship: Utilizing Mock Paging to Improve Decision Making and Interprofessional Communication
Dr. Loan Nguyen
Loan Nguyen is a clinical educator from Baylor College of Medicine/Texas Children’s Hospital. Her clinical work is focused on outpatient care of the medically complex child. Her educational interests are competency based medical education and assessment, longitudinal ambulatory experiences for UME, and experiential learning techniques. She is currently an associate course director for APEX, the transition to residency course at BCM. She is developed the pediatric track and created new curricular activities focusing on time prioritization, inter-professional communication, and medical decision making.
Critical Care Simulation in Undergraduate Medical Education in Medical Students Preparing to Transition to Residency
Dr. Kristine Galang
Dr. Galang completed her B.S. in nursing at Dominican University of California. She went on to work as an ICU nurse prior to and throughout medical school. She completed her medical doctor degree at Ross University School of Medicine and went on to finish an internship and residency at San Joaquin General Hospital in French Camp, CA where she also served as the chief resident. Currently, she is completing a fellowship in Pulmonary and Critical Care at the University of Texas Medical Branch. When she is not at work, she enjoys spending time with her 2 dogs and exploring Texas.
Discharge Summaries Documenting Transitions of Care During a Transition to Residency Program: Quality Improvement
Dr. Catherine Chen
Dr. Catherine Chen is a hospitalist and Assistant Professor at Robert Wood Johnson Medical School. She is passionate about medical education at all levels from UME to CME. She is invested in moving healthcare systems towards environmentally conscious and sustainable care delivery through medical education. She is the faculty lead for RWJMS's Medical Students for a Sustainable Future and the school’s involvement in the Global Consortium on Climate Health Education.
Use of a Transition to Residency Program to Improve the Quality of Admission Orders for Fourth Year Medical Students
Dr. Kenya Braxton
Kenya Braxton is a first-year medical student at Robert Wood Johnson Medical School. She received her Master of Biomedical Sciences from Rutgers University in 2022. Prior to her matriculation to Rutgers, she worked at Memorial Sloan Kettering Cancer Center as a clinical research coordinator in the Department of Surgery-Gynecology. Her experiences witnessing how research impacts medical decisions inspired her to continue her pursuit of medical school after a few gap years. She is excited to see how transition to residency program will have developed by the time she is a fourth year student.
Pod goes to residency: Podcast implementation, usage, and feedback in a TTR course
Dr. Karina Clemmons
Dr. Clemmons is Associate Professor of Medical Humanities and Bioethics and Assistant Dean for Medical Education at the University of Arkansas for Medical Sciences College of Medicine. She earned her Bachelors from the University of Arkansas Little Rock and her Masters and Doctorate of Education at the University of Central Florida in Orlando. With experience in curriculum design, instruction, assessment, and educational program development in the U.S. and abroad, she assists in oversight of the MD program, curriculum evaluation and improvement, faculty development, and student affairs. Research interests include medical education and active learning strategies.
Generating New Knowledge and Learning about Themselves: Addressing an Unmet Student Graduation Competency in a TTR Course
Dr. Jennifer Plant
Jennifer Plant is a pediatric intensivist and the Executive Director of Clinical Skills Education for the SOM at University of California Davis. Along with Eric Signoff, she runs the two-week Transition to Residency course which was initially offered as a pilot in 2018 and a class-wide mandatory experience starting in 2019. The course has 3 main components: a core curriculum during which students work in peer groups to care for a panel of virtual patients, specialty specific mini boot-camps, and electives offered by a wide range of interprofessional educators.
Creation of a Health Equity Certificate Program for Standardized Patients
Dr. Jacqueline Ward-Gaines
Dr. Jacqueline Ward-Gaines is director of the Diversity & Inclusion Committee, Denver Health Emergency Medicine Residency. She uses her DEI training as a faculty physician in the CU Department of Emergency Medicine to serve as the educational lead for DEI efforts. She is a graduate of Cambridge Heath Alliance center for health equity, education, and advocacy 2021 Health Equity Scholars Program. She was the chair of the education committee of the Academy for Diversity and Inclusion in Emergency Medicine of the Society for Academic Emergency Medicine and is now a member at large.
Effective EHR Training for Fourth Year Medical Students
Dr. Hina Niranjan Mehta
Hina is currently a clinical-educator in the UTSW medical group at Parkland Hospital. She is co-director to the Residency Essentials – Internal Medicine Track along with co-author Dr. Jaini Sutaria. Last year was Hina’s first time in this position, and she is excited to help medical students prepare for residency in a more hybrid learning environment. Hina is also working on getting her VitalTalk certification to help medical students learn communication skills for serious illnesses. In her spare time, she loves to travel and run.
A Learners' Needs Assessment for a Transition to Residency Program: Integrating the Perspectives of Recent Graduates
Dr. Don Scott
All of our authors hail from the Augusta University/University of Georgia Medical Partnership in Athens, Georgia. Dr. Don W. Scott is an Associate Professor of Medicine and practicing geriatrician. Dr. Ellen House is a child and adolescent psychiatrist and Clinical Associate Professor of Psychiatry. Sebastian Kahf is a fourth-year medical student preparing for a career in anesthesiology.
