Anatomy Academy is a simultaneous service-learning experience for preprofessional school undergraduate students and preclinical professional students acting as classroom paraprofessional teachers (Mentors), and engaged-learning experience for fourth to sixth grade elementary school children (Students). Using didactic and kinesthetic active learning teaching strategies in small-group classroom environments, Mentors taught anatomy, physiology, and nutrition concepts to Students. In this study of the program’s early years (2012-2014), overall objectives of improving Mentors’ pedagogical confidence; and Students’ science interest, science knowledge, and exercise self-efficacy were assessed. Mentors showed (89% response of 595 surveyed) improvement in content delivery ( P < .001), student engagement ( P < .001), classroom management ( P < .001), and professionalism ( P = .0001). Postprogram Mentor reflections were categorized into 7 major themes that demonstrated personal growth through the service-learning opportunity: (1) realization of an ability to make a difference in the world now; (2) acknowledgment of the importance of listening in teaching; (3) recognition that lives can and will change with “a little love”; (4) insight into the effectiveness of guiding Students through material rather than lecturing; (5) awareness of the value of respect in the learning environment; (6) cognizance of the power of individualized attention to motivate Students; and (7) reflection of one’s own personal growth through the open influence of Students. Students showed (88% response of 1259 surveyed) improvement in science knowledge ( P = .014) and exercise self-efficacy ( P = .038), but not science interest ( P = .371). Thus, while Students are learning more science and becoming more aware of their health, we need to be more overt in our presence as scientists in the educational arena.

Introduction Adrenal myelolipomas (AMs) are rare, benign tumors without endocrine activity comprised of mature adipose and hematopoietic tissue. Surgical excision may be required for lesions which have associated symptoms, those that are growing, or have features concerning malignancy. Congenital adrenal hyperplasia (CAH) is often associated with adrenal masses such as AM. The majority of literature regarding AMs consists of case reports and case series with few describing giant AMs in the context of CAH. Case Presentation We present the case of a 50-year-old woman with CAH and surgical history relevant for left adrenalectomy who presented to the emergency department with abdominal pain. Computed tomography (CT) imaging led to a diagnosis of diverticulitis which was treated non-operatively. The scan also revealed a 20 × 13 × 23-cm right retroperitoneal mass causing mass effect on the duodenum, pancreas, right kidney, and inferior vena cava. CT-guided biopsy demonstrated adrenal and adipose tissue with hematolymphoid aggregates possibly representing myelolipoma but unable to rule out malignancy. Due to concern for retroperitoneal liposarcoma, the patient underwent an exploratory laparotomy with resection of > 40-cm right retroperitoneal mass, right nephrectomy, right adrenalectomy, and cholecystectomy. Final pathology demonstrated a myelolipoma with intra-tumoral ossification and hemorrhage as well as diffuse cortical hyperplasia with lymphoid aggregates. Due to acquired complete adrenal insufficiency, the patient required stress-dose steroids and steroid taper post-operatively. Conclusions Key points from this report include the occurrence of a giant AM in the context of CAH and special considerations in the diagnosis and operative approach of a giant retroperitoneal mass.

Systems‐Based Practice (SBP) is difficult to define and successfully incorporate into medical education. Nonetheless, it is one of the six Accreditation Council for Graduate Medical Education (ACGME) core competencies that physicians are to attain. Competency in SBP includes understanding of the health system to allow adequate assessment and improvement of the quality of patient care and patient safety. Anatomy Academy (AA) provides a setting where UCLA medical and undergraduate students enter the community to teach fifth graders complex health concepts. Students are encouraged to compliment their pathophysiology and diagnostic training with active practice in communication, program assessment, conflict resolution, and problem solving as they teach complex medical concepts such as problematic cardiac blood flow, lung disease, and gastrointestinal function. Written reflections, program‐ and self‐evaluations suggest that AA provided opportunities to gain basic SBP skills such as improved conflict management and problem solving. Community programs such as AA can contribute to medical education curriculum by allowing early medical student exposure to SBP.Grant Funding Source: Albert Schweitzer Fellowship, UCLA Monica Salinas Fellowship