food, and open table settings). 4. 5. Implements two active facilitators to engage the group, maximize participation, and utilize complementary skill sets. 6. 7. Applies educational and computerized resources including electronic databases, networked computers, and data projectors to develop an efficient and educationally driven case selection process. 8. 9. Incorporates electronic tools (``E-tools'') to adapt quickly to learner goals and needs, based on time of year, learner experience and learner interest. 10. FINDINGS TO DATE: Anonymous intern evaluation data suggest that the new model has effectively addressed these issues. Based on current academic year data of almost 100 responses, all interns consistently felt either``challenged'' or``interested''. Almost 25% of interns in fact preferred a longer morning report. The use of electronic handouts has met with universal acceptance: 77% thought the handouts were``very good'' and 23% considered them``good''. Only one resident had a neutral opinion and there were no negative responses. Almost 96% of respondents agreed with exclusion of faculty and senior residents in morning report. Interns who were exposed to the morning report prototype (n=47) had a significant 9.7% increase in average ITE percentile scores (p = 0.015, unpaired t-test) compared with interns not exposed to the model (n=96). KEY LESSONS LEARNED: We conclude that our morning report model has increased the level of participation among interns, alleviated pressures of knowledge stratification between interns and residents, and successfully utilized electronic tools to enhance and adapt to a learnercentered environment. Areas for further study include successful adaptation of the model to the dynamic needs of report participants, correlation with the ITE, development of more specific outcome metrics, and impact on patient care.``I The third year of medical school can be particularly stressful for students. Some students are reluctant to access their school's mental health resources for fear of appearing``weak'' or unable to cope in a highly competitive environment. OBJECTIVES OF PROGRAM/INTERVENTION: To help students cope with the stresses of their clinical clerkships, the Program for the Humanities in Medicine at Washington University School of Medicine instituted the Clerkship Counseling Hotline. DESCRIPTION OF PROGRAM/INTERVENTION: The Clerkship Counseling Hotline was a confidential, anonymous service intended to provide third year students with a short-term mental health resource aimed at easing stress. The hotline was staffed by a masters level counselor around the clock. FINDINGS TO DATE: 17 calls were received by the Hotline from August 1999 through November 2000. Issues prompting calls, in order of frequency, included a) disillusionment with medical environment; b) anxiety over performance/evaluation; c) personal/relationship problems; d) requests for information/referral; and e) anxiety over decision to go into medicine. 15 of the 17 callers were female. A year-end survey assessing the Hotline was returned by 83% of the students. 75% of all students said that continuing the Hotline was``somewhat important'' or``very important,'' and 75% of students described the availability of the Hotline as`s omewhat reassuring'' or``very reassuring.'' 88% of women found the hotline reassuring, compared to 58% of men (P=.002). KEY LESSONS LEARNED: This Clerkship Counseling Hotline was regularly used by our 3rd year students, who strongly endorsed its continuation. Female students used the Hotline substantially more frequently than did male students. Such a Hotline may provide a service that is complementary to the traditional mental health resources offered by most medical schools. Comply with the ACGME-RRC scholarly activity requirement (SAR). 3. Evaluate the program. DESCRIPTION OF PROGRAM/INTERVENTION: Key components of our SAP include: precise delineation of requirements; dedicated time of a research director and coordinator; core curriculum with didactics (trial design, test interpretation, meta-analysis, bioethics, medical writing, informatics, computer graphics), journal club focused on trial design, optional clinical teaching seminars, and an elective 10-hour biomedical writing course; optional research modules; SAP manual; staff mentors and institutional support. The SARs include: participation in didactic program and journal club; completion of a pre-approved written project; completion of a (staff evaluated) 30 ± 60 minute oral presentation using computer-generated slides; and a 1:1 literature search session with a librarian. An annual research day includes: residents' poster presentations (in 2000: 33 posters) with a reception and a visiting professor lecture. Two selected research projects are presented by the residents at a medical grand rounds. Our 2001 budget of $26,340 includes: resident travel to present at meetings, printing of SAP manual, biomedical writing course, Research Day expenses, and general operating costs. The budget does not include salaries for Research Director (10%) or Coordinator (50%). FINDINGS TO DATE: Since inception of our SAP, resident publications and presentations have increased (in 2000: 10 published articles, 12 abstracts, 42 presentations at national or regional meetings). The SAP and the research mentor's department co-support residents' travel to present at meetings. The most common written project is an original research abstract; case reports and simple literature reviews are not acceptable. A survey of our graduating residents indicates acceptance of the SAP (20 of 29 PGY-3 residents felt the SAP to be``very valuable''). KEY LESSONS LEARNED: We believe the success/acceptance of our SAP are due to an established core curriculum, supportive personnel, dedicated funding (in particular for resident trips to meetings), availability of staff mentors, strong institutional resources, and meticulous tracking of residents' progress.~50% of our residents take 1 ± 2 research modules, which must be approved in advance. No relation exists between the type of project and whether residents took a research module. and an audience response system was also used to administer the questionnaire during a noon conference FINDINGS TO DATE: Thirty five HS participated in this survey; (48% GL-I, 24% GL-II, 14% GL-III, 7% GL-IV and 7% GL-V). Most of them thought the book was trustworthy (87%), accurate (86%), user friendly (57%), and overall useful for the management of patients (87%). Although most HS always carried the CCF book (73%), most also carried other commercially available antibiotics recommendations book(s) (68%). There was no consensus which of these books was more useful for them. The CCF Book sections on guidelines for specific diseases and dosing information were referred to most often (37% & 40%; respectively). Requests were made to add more microbiology information and other clinically important antimicrobial drug interactions. KEY LESSONS LEARNED: The CCF Guidelines for Antimicrobial Usage book is well respected among the HS. The book serves it's purpose well in helping HS with their daily care of hospitalized patients. This survey helped us in implementing some changes that we believe will improve these guidelines and consequently, improve the quality of care for our patients.