Doing No Harm, a Practical Model of Biomedical Ethics in Undergraduate Medical Education. This is the third and final phase of a three-part QA-QI project performed at the West Virginia School of Osteopathic Medicine. This project builds upon the previous literary analysis and an all-school initial interest survey. These prior phases frame the direction of the final part, which is implementing an array of varying learning modalities on topics our community has shown interest in. A traditional lecture covering the ethics of addiction, followed by a QA panel of practicing Muslim medical providers on the ethics of treating Muslim patients, and an experience with a standardized patient's family member going over advanced directives in futile care were offered. Pre- and post-surveys were administered to the participants, collecting quantitative data regarding their interest or overall knowledge of the topic at hand, which was rated from 0 to 5, with 0 having no knowledge or interest and 5 having very much knowledge or interest. Along with this data, qualitative feedback was also collected regarding the improvement, likes and dislikes of the modalities. We plan to use this data to help guide future offerings such as an ethics elective. The pre- and post-survey data of each individual modality were analyzed using a paired t-test yielding 95% confidence intervals. The results show that the change in interest and knowledge before and after each session was statistically significant, showing participants had an increase in their scores for all three modalities. This increase in scores showed the impact of the modality and overall community interest potentially indicating a need that can be addressed through the elective offering. Through the qualitative feedback, participants found the standardized patient to have been very impactful and suggested this be used as a marker of progress. One participant discussed offering this experience at the beginning and then seeing the improvement over the course of the elective with a final experience at the end to mark the growth in ethical knowledge. Comments regarding the panel and traditional lecture showed positive responses as well. These formats may be used to deliver the core principles and foundational information for a biomedical ethics elective. The statistical analysis also showed the lecture style to be preferred over the QA, which can be considered along with the participant feedback. The standardized patient experience small sample size may introduce error due to the limitation in the offering itself compared to the two other modalities, but this modality can be addressed specifically in a subsequent study. Next steps will be formulating a biomedical ethics elective based on these findings and proposing it to the WVSOM community. In the future, different topics may be offered to help with the sample size collected and the loss of follow-up in some cohorts. Overall, the QA-QI project yielded the preferred modality of teaching and the framework of creating a syllabus. Thank you. Have a great day.

biomedical ethics

medical education

interactive learning

standardized patient

educational outcomes