In this presentation, we will share about the development and implementation of the Positive Professionalism Award at Loma Linda University School of Medicine, highlighting our structured, equitable process for recognizing students. We will also present outcomes from five previous award cycles and discuss future directions to ensure fairness of award selection.

• Sumaia G. Khoury, Loma Linda University School of Medicine, Medical Student
• Noah Lynch, Loma Linda University School of Medicine, Medical Student

This oral presentation describes a peer-led resilience coaching model designed to support professionalism and well-being during the early transitions of medical students. Practical tools from guided reflective exercises to emotional regulation techniques will be highlighted.

• Erin Lee, Augusta University / University of Georgia Medical Partnership, Medical student
• Lucy Niu, Augusta University / University of Georgia Medical Partnership, Medical student
• Amy Baldwin, PhD, Augusta University/University of Georgia Medical Partnership

Physicians often face conflicts between personal and professional obligations. This late-patient case explores the pros and cons of prioritizing each, showing that professionalism involves balancing adaptability, boundaries, and communication rather than constant self-sacrifice.

• Halle Escher, Wayne State University School of Medicine, Medical Student
• Dina Bayachou, Wayne State University School of Medicine, Medical Student
• Isabella Imirowicz, Wayne State University School of Medicine, Medical Student
• Pagan Figueroa, Wayne State University School of Medicine, Medical Student
• Anupama Devara, MD, Wayne State University School of Medicine, Medical Student

We conducted a literature review exploring how artificial intelligence (AI) can function as an instructional coach in medical education. This presentation highlights key findings and proposes a framework for future research and implementation, aligning with the theme of “Change.”

• Mary Jenkins, MD, MEd, MS, Texas Children's Hospital/Baylor College of Medicine, Fellow
• William Kyle, MD, Texas Children's Hospital/Baylor College of Medicine, Program Director, Pediatric Cardiology

This presentation details an educational strategy that focuses on why and how a graduate has a professional responsibility to fully comply with their licensing entity's standards of practice. It relies on board and regulatory college's published disciplinary reports; all available in the public domain.

• Stuart Kinsinger, DC MA, Northeast College of Health Sciences, Adjunct Faculty

The rigorous demands of medical school put pressure on students to cut corners. Data on unprofessional behavior was collected through a survey of medical students to describe and analyze the frequency of professionalism lapses in this population.

• Nathan Zhang, Loma Linda University, Medical Student
• Timothy Ho, Loma Linda University, Medical Student
• Isaiah Seo, Loma Linda University, Medical Student
• Cameron Maciel, Loma Linda University, Medical Student
• Amy Hayton, MD, Loma Linda University

This presentation examines the tension between physicians' ethical obligations and legal or organizational barriers when responding to medical emergencies in public spaces. Using a case of a physician prevented from aiding a collapsed teenager, we analyze professionalism, societal expectations, and legal risks.

• Jane Montague, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine, MS 2
• Vijay Rajput, MD, Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine, Professor - Medical Education/Chair - Medical Education
• Lauren Fine, MD, FAAAAI, Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine, Assistant Dean of Clinical Skills Education, Associate Professor Medical Education

In the current global context, with its changing socio-political climate, health professionals may face increasing divergent perspectives on matters of health and on matters of values related to healthcare. This presentation addresses potential models for resolving disagreements, including reflective equilibrium-based processes and adversarial cooperation.

• Bryan Pilkington, PhD, Hackensack Meridian School of Medicine, Professor

We will discuss experiential learning strategies for integrating telehealth etiquette training into pre-licensure students’ curricula and reflect on how these skills can improve the patient–clinician relationship and healthcare outcomes.

• Rachel Pittman, PhD, CCC-SLP, CHSE, MGH Institute of Health Professions, Assistant Dean of Interprofessional Practice

NHS virtual wards enable patients to receive hospital-level monitoring and clinical support from the comfort of their homes, ensuring safe continuity of care after discharge. They reshape professional roles and care pathways by integrating remote technology with multidisciplinary teamwork, maintaining high-quality patient care beyond traditional hospital walls.

• Milan Kharel, MBBS, Junior Clinical Fellow, Acute Medicine Department, Royal Free London NHS Foundation Trust, London, United Kingdom

The F-1 visa program has long enabled international students to pursue advanced education in the U.S., where they now make up a significant portion of graduate enrollment and research contributions. Recent policy changes, however, are reshaping their experiences, creating challenges across immigration, research funding, career opportunities, and mental health.

• Salome-Joelle Gass, MSc, University of South Carolina, PhD student
• Maushmi Patel, MBA, University of South Carolina, PhD student

This presentation will focus on creation of medical asylum programs at health professions schools and community centers, and strategies to educate health professionals and students on conducting forensic medical evaluations. Different models for medical asylum clinics will be presented to illustrate the ways clinicians and health professions trainees can collaborate with lawyers, human rights experts and community groups. A forensic medical evaluation will be described along with resources available to anyone around the world on how to develop these specialized expert skills.

• Preston Reynolds, MD, PhD, MACP, University of Virginia, Professor

Medical students at Wayne State University adjust their social media use to align with professional expectations, often limiting self-expression and deleting prior content to avoid appearing unprofessional. Many expressed interest in structured training, highlighting the need for integrating digital professionalism education into the medical curriculum.

• Noor Ghanam, Wayne State University School of Medicine, MD Candidate

Recent research found that email communication perceived as disrespectful is a significant professionalism concern, often necessitating remediation. This study introduces an intervention designed to address the negative effects of student email communication perceived as inappropriate, which can reduce faculty responsiveness and lead to underestimations of student competency.

• Asia Bright, PhD, McGovern Medical School at UTHSC, Assistant Professor
• Abbey Bachmann, PhD, McGovern Medical School at UTHSC

• Abdul Razaque Shaikh, FACS ,FRCS (Glasgow ) FCPS 9CPSP Pakistan ) , MHPE ( masters in medical education ), Bahria University Medical College Karachi, Professor of Surgery

This presentation explores how Stoic philosophy can counterbalance the unintended effects of AI. We propose Stoicism-inspired strategies to cultivate practical wisdom, professional identity formation, and humanism in future physicians.

• Manjula Somanchi, Nova Southeastern University MD, Medical Student
• Rutva Patel, Nova Southeastern University MD, Medical Student

The physician shortage has lead us to create a weeklong curriculum for students ages 11-18, hoping to inspire future healthcare professionals. The camp received quantitative feedback revealing a marked increased interest in the medical field.

• Sophia Tran, AU/UGA Medical Partnership, Medical Student
• Muhammed Mumen, AU/UGA Medical Partnership, Medical Student
• Sara Sohani, BSFCS, AU/UGA Medical Partnership, Medical Student
• Delaney Weaver, AU/UGA Medical Partnership, Medical Student
• Corban Anderson, AU/UGA Medical Partnership, Medical Student

We will discuss how ethics education has been integrated successfully into clinical clerkships at two medical schools using active, case-based discussion sessions facilitated by bioethicists and content experts.

• Danielle Fernandes, MD, Albert Einstein College of Medicine, Assistant Professor
• Adira Hulkower, JD, MS, HEC-C
• Hannah Lipman, MD, MS
• Daniel Rauch, MD
• Patrick Herron, DBe, HEC-C

In our Interprofessional Education project, we partner students with Community Organizations to engage with real-world health needs. We interviewed the Community Partners using a “gave/got” grid showing they valued the “deliverable” produced by students as well as the student engagement.

• Carolyn Szetela, PhD, Meharry Medical College, Professor, Dept of Professional and Med Ed
• Leah Alexander, PhD, MPH, Meharry Medical College, Associate Professor, Chair, Dept of Public Health

Artificial intelligence is increasingly shaping anesthetic practice, offering benefits such as prediction of vital sign changes, while raising new ethical and professionalism challenges. This presentation will examine how anesthesiologists can preserve core skills and professionalism in this time of change by leading the safe and equitable integration of AI into perioperative care.

• Riya Savla, Hackensack Meridian School of Medicine, Medical Student
• Bryan Pilkington, PhD, Department of Medical Sciences, Hackensack Meridian School of Medicine, Professor

Medical program used reflective practice rather than traditional instruction to teach AI ethics, with students analyzing healthcare AI articles using Jasper's ERA framework. Post-session surveys showed improved AI literacy and ethical understanding.

• Joshua Owolabi, PhD, Philadelphia College of Osteopathic Medicine (PCOM), Associate Professor

AI reduces uncertainty and information asymmetry, the bases of medical professionalism. MDs may transition from decision-makers to AI supervisors to optimize its use and reduce risks of harm to patients. It requires new frameworks for professionalism.

• Roman Castano, MD, PhD, Universidad El Bosque, School of Medicine, Honorary professor
• Luis Eduardo Pino, MD, OXLER / Universidad de Los Andes school of biomedical engineering, CEO / Assistant Professor

Today's medical students demonstrate strong commitments to social justice and global compassion yet often fail to express simple gratitude in bedside teaching encounters. This paradox highlights a critical gap in professionalism education, with implications for patients, faculty, and the learning environment.

• Tina Takla, Cooper Medical School of Rowan University, MS 2
• Jayne Marie Muoio, Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine, MS 2
• Lauren Fine, MD, Dr. Kiran C Patel College of Allopathic Medicine, Associate Professor - Medical Education
• Vijay Rajput, MD, Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine, Professor, Chair, Dept of Medical Education

Students' views of professionalism shifted from abstract values to concrete behaviors, self-awareness, and patient-centered care, expanding from individual responsibility to system-level impact, highlighting the value of professionalism curricula.

• Maxine Kugelmas, Wayne State University, Medical Student
• Clayton Kramm, Wayne State University, Medical Student
• Nievalinda Strong, Wayne State University, Medical Student
• Kristen Kingzett, MD, Wayne State University, Clinical Assistant Professor - Internal Medicine
• Anupama Devara, MD, Wayne State University, Clinical Associate Professor - Internal Medicine

This study explores the phenomenon of “walking on eggshells” in medical student-faculty communication in five US medical schools using mixed-methods analysis. We review surveys results and thematic coding of qualitative responses from participants, exploring self-censoring, trust, and repercussions. We discuss implication for communication and professionalism.

• Sheilah Jimenez, MA, Office of Medical Education, University of Colorado School of Medicine, Senior Qualitative Researcher
• Jennifer Anderson, Office of Research, Elson S. Floyd College of Medicine, Program Manager
• Galina Gheihman, MD, Harvard Medical School, Assistant Professor of Neurology
• Dawn Dewitt, MD, MSc, CMedEd, MACP, FRACP, Department of Medicine, Elson S. Floyd College of Medicine
• David Hirsh, MD, Department of Medicine, Cambridge Health Alliance, Professor of Medicine

A year after launching our professionalism peer-coaching program, we explored feedback from both mentors and mentees to see what worked--and what didn't. Their survey responses revealed shared strengths and challenges, offering valuable insights to better prepare future mentors in guiding their peers.

• Anthony Nevarez, MMS, Loma Linda University School of Medicine, Medical Student
• Nikolas Blagojev, Loma Linda University School of Medicine, Medical Student

We developed an online Moodle self-paced course to help future doctors envision their careers through audiovisual resources and self-reflection exercises that highlight how programs, professions, and international institutions are addressing the consequences of the last decade of global, national, and social change. This resource highlights modeling of professionalism through interprofessional collaboration when addressing the complexities of current polycrises and emphasizes the role of servant leaders and community bridgebuilders.

• Emil Chuck, PhD, Health Professional Student Association, Director of Advising Services