Educating and training a multisectoral food systems workforce is a critical part of developing sustainable, resilient, and healthy food and water systems. This paper shares perspectives from a working group of educators, learners, and food systems subject matter experts that collaborated over the course of a year to develop, pilot test, and evaluate two interactive webinar series with a multi-site cohort of dietetics interns and graduate students. The three-part webinar series format included a training webinar, a practice activity, and a synthesis webinar. In reflecting on the effectiveness of this format, we provide direct assessments of student learning from subject matter experts alongside indirect assessments from pre- and post-surveys fielded with learners. Learners who participated in an interactive webinar series demonstrated skills in several dimensions of systems thinking and gained confidence in food systems learning outcomes. Learners also shared valuable feedback on the opportunities and challenges of using online platforms for this experience. As online learning opportunities become more common, it will become increasingly important for educators to prioritize strategies that effectively equip students with the higher-order thinking skills, such as systems thinking, needed to address the complexities of sustainable food systems. The interactive webinar series format described here provides an opportunity to leverage didactic webinars in combination with interactive experiences that enable learners to deepen their knowledge through practice with peers and subject matter experts. Though this format was piloted within dietetics education programs, many of the lessons learned are transferable to other food systems educational contexts.

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Point-of-care ultrasound (POCUS) is highly utilized in the critical care setting. There is also growing evidence supporting use of POCUS by internal medicine (IM) physicians as an extension of traditional physical diagnostic skills. As part of the newly formed curriculum at our residency program, we performed pre and post curriculum assessment of the residents' ability to acquire focused cardiac, lung, pleural, abdominal and vascular images. Methods: We integrated a POCUS curriculum which focused on teaching basic bedside ultrasonography. POCUS instruction was delivered by pre-workshop learning materials, short didactic sessions and handson scanning of healthy volunteers guided by faculty members, critical care fellows and chief residents. The residents' skills were assessed prior to initiation of the curriculum and at the end of the academic year. The residents were asked to identify the 3 basic cardiac views (parasternal long and short, and apical four chamber), inferior vena cava, pleural views (lung sliding and Alines), kidney (long axis and short axis), bladder and internal jugular vein. They were given a score of 1 for correct identification, 2 for incomplete views, and 3 for inability to identify the structure. All the scores were assessed by predetermined grading rubrics. Results: A total of 62 residents (23 PGY1, 24 PGY2, 15 PGY3) participated in the year-long curriculum. We calculated odds ratio for acquiring the correct image (1) vs partial / incorrect acquisition (2 or 3), significant differences were found in acquisition of most views including para-sternal short (OR 7.7, 95% CI 2.86 -20.74, p<0.001), IVC (OR 5.05, 95% CI 1.91 -13.35, p=0.001) and bladder (OR 5.06, p=0.003). Non-significant differences were found in acquisition of apical 4 chamber, A line and internal jugular vein. Conclusion: We found that the implementation of a longitudinal POCUS curriculum resulted in significant improvement in image acquisition for many common bedside ultrasound views. Future directions include advancing our bedside echocardiography curriculum for upper level residents to include objective left ventricle and right ventricle function analysis, and including more case based pathologic image review

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