STUDENT POSTER EXAMPLE Action Research Projects: An Opportunity for Medical Students to Explore Leadership and Quality Improvement Kira Zwygart, MD, Kathy Bradley, PhD, Emily Shaffer, PhD, Suzette S. Sookdeo, MSEd, Allesa English, MD, PharmD INTRODUCTION METHODS STUDENT POSTER EXAMPLE While each project presented did not conclusively result in a completed PDSA cycle, each student felt that the process was as important as the end result. Several students were also selected to present their posters during the 2014 USF Research Day. A team-based approach to patient care can be more effective than care provided in traditional physician-centric care models. Students have not been intentionally exposed to this integrated approach at our institution. A community-based mentoring curriculum (CCM) at the University of South Florida Morsani College of Medicine was therefore designed to expose a sub-set of students to integrated, patient-centered health care with a focus on a team-based approach. Students receive an orientation to CCM which includes interdisciplinary care, team communication and collaboration assessment tools, and action research. Working in pairs, students identified an action research project based upon their weekly observations in the clinical setting. The team developed a research question, implemented the project, collected data & analyzed the findings to make specific recommendations. Students received graduate student mentoring (public health or school psychology students) to help with the analysis and presentation Students presented their projects at a poster session and were evaluated by faculty using the rubric below USF RESEARCH DAY PURPOSE The purposes of this CCM program were to: expose first-year medical students to interdisciplinary, patient-centered care in the community have students evaluate the team approach to care allow students to take a leadership role by creating an action research project that may enhance the work of the team. Introduce students to study design using the Plan, Do, Study, and Act (PDSA) cycle RESULTS In three years, 63 posters were presented (10 in year 1, 21 last year, and 32 this year). After the presentation session, students were encouraged to write up the “Act” portion of their project to provide recommendations to their clinical sites. Overall, faculty reviews indicated students’ work was extremely well-organized with strong rationales and supported, concisely discussed plans. Student feedback included appreciation of the opportunity to “give something back” to their community preceptors. Students also commented that the project was worthwhile, but struggled with short time frame for implementation and data-gathering at their sites. RUBRIC Plan, Do, Study, Act Cycle CONCLUSION The action research project introduces students to concepts of basic research as well as continuous quality improvement. The experience provides a strong foundation for teamwork, communication and leadership as student move on in their education. Future suggestions include : allocating additional time for the students to reach a more in-depth result and allow the students to complete the action based research cycle developing a pilot project that future student teams could step into to complete the project. References. Plan Do Study Act Cycle image taken from www.stritch.luc.edu