USA Health residents and fellows present multiple posters at annual GI meeting

Omsai Meka, M.D.; Lauren Healey, D.O.; Adriana Reyes, M.D.; Shausha Farooq, M.D.; Will Basegoda, M.D.; and Will Gannaway.

USA Health internal medicine residents and gastroenterology fellows made a strong impact at the 2025 American College of Gastroenterology (ACG) Annual Scientific Meeting, held last month in Phoenix, Arizona, where they showcased diverse, high-level clinical research. 

Eleven residents and fellows presented 15 posters over the three-day event. Fellows Hunter Dickson, D.O, and William Dungan, M.D., and internal medicine resident Rida Ahmad, MBBS, won ACG Presidential Poster Awards. 

“Representing USA Health at ACG along with my colleagues was an incredible experience,” said Omsai Meka, M.D., a second-year internal medicine resident. “I presented on a potential adverse effect of a biologic medication that we use regularly for IBD treatment as it is important to bring awareness of these effects. It was wonderful to see and learn about new advances in GI while connecting with new colleagues.” 

The residents and fellows who presented posters included:  

• Dickson, who presented posters titled “New Onset Crohn’s Disease Following Secukinumab Therapy for Hidradenitis Suppurativa” (ACG Presidential Poster Award) and “A Rare Case of Gastric Myeloid Sarcoma in Relapsed Acute Myeloid Leukemia” 
• Dungan, who presented a poster titled “Coilodocholithiasis: ERCP Management of Biliary Obstruction from Gastroduodenal Artery Coil Migration” (ACG Presidential Poster Award) 
• Cesar Moreno, M.D., a gastroenterology fellow, who presented a poster titled “Crohn’s Disease Unmasked by Immune Reconstitution Inflammatory Syndrome” 
• Robert Ousley, M.D., a gastroenterology fellow, who presented a poster titled “Complications of Vertical Banded Gastroplasty: A Case Highlighting Late Sequelae”  
• Jessica Woodham, D.O., a gastroenterology fellow, who presented a poster titled “Immune-Mediated Colitis with Visible Endoscopic Changes and Lymphocytic Histologic Changes: A Diagnostic Conundrum”  
• Ahmad, a second-year internal medicine resident, who was not able to attend, but her poster “Diabetic Ketoacidosis Complicated by Esophageal Perforation: A Case Report of Black Esophagus” was presented by a GI fellow in attendance 
• Shausha Farooq, M.D., a third-year internal medicine resident, who presented “Aseptic Abscess Syndrome Causing Repeat Liver Abscess in a Patient with Ulcerative Colitis” 
• Lauren Healey, D.O, a third-year internal medicine resident, who presented posters titled “A Rare Case of CMV Presenting as an Ampullary Mass and Cholangitis in an Immunocompetent Patient” and “When Pancreatic Cyst Rupture Leads to Cytokine Storm: A Case of Secondary Hemophagocytic Lymphohistiocytosis”   
• Adriana Reyes, M.D., a third-year internal medicine resident, who presented a poster titled “When the Right Side Goes Wrong: An Atypical Presentation of Isolated Right-Sided Colonic Ischemia in an Elderly Patient” 
• Will Basegoda, M.D., a second-year internal medicine resident, who presented posters titled “Annular Pancreas Unveiled: An Incidental Finding in Alcoholic Pancreatitis” and “An Unusual Presentation of Obstructive Jaundice Due to Primary Hepatic Lymphoma” 
• Comfort Jack, M.D., a second-year internal medicine resident, who presented a poster titled “IgG4-Related Hepatobiliary Disease Presenting as Biliary Stricture and Hepatic Mass: A Delayed Diagnosis”  
• Meka, who presented a poster titled “Metastatic Primary Ovarian Melanoma Following TNF-α Inhibitor Use for Fistulizing Crohn’s Disease” 

These residents and fellows were joined at the national meeting by Preston Sonnier, M.D., a gastroenterologist at USA Health, an assistant professor of internal medicine at the Whiddon College of Medicine, and director of the Section of Inflammatory Bowel Diseases.  

“It was an honor to represent South Alabama at ACG, where I had the opportunity to present my posters, connect with people from across the country, and even reconnect with familiar faces,” Basegoda said. “The experience was unique and inspiring.” 

Art of Medicine showcases creativity across Whiddon College of Medicine

Students showcased their artistic talents at the fourth annual event.

Twenty-one artists and performers from the Whiddon College of Medicine shared their talents at the fourth annual Art of Medicine. Hosted by the Wellness Council, the event was held Nov. 18 in the MacQueen Alumni Center Grand Ballroom. 

Caleb Phillips performed a piano solo.

Performance highlights included original poetry, a clarinet/flute duet, two solo singers, a piano solo, and a band comprising first- and second-year medical students. Several artists displayed photography, digital art, paintings, crocheted work, and embroidery, cross-stitch and sewing projects. Also on display were graphite portraits and narratives from the INTO LIGHT Alabama art exhibition, which features people from Alabama who have died from substance use disorder.

Waleed Saoud, Wellness Council president, and Tessa Allen, vice president, expressed their gratitude to all the artists who participated this year. 

“It was because of their hard work and dedication that we were able to host an event with such high energy and enthusiasm for the fusion between the humanities and medicine,” they said. “We hope to continue to expand on this event and look forward to seeing even more amazing contributions at Art of Medicine 2026.”

View more photos from the event on Flickr.

Whiddon COM staff present on success of novel resiliency programming

LoRen Modisa, Ed.D., MPA, and Tiquera Hall, Ph.D., MPA

LoRen Modisa, Ed.D., MPA, and Tiquera Hall, Ph.D., MPA, from the Whiddon College of Medicine's Office of Health Advancement, recently showcased their innovative research at the 2025 Association of Medical Education Learning Specialists Annual Meeting in San Antonio, Texas.

Their presentation detailed early success of a novel resiliency program adapted from the National Institutes of Health (NIH). This program is specifically designed to enhance student well-being and academic persistence through structured training tailored for pre-medical, medical, and Ph.D. students at the college. The initiative, housed within the Office of Health Advancement, integrates evidence-based strategies to equip learners with essential skills for managing stress, maintaining motivation, and navigating the intense demands of rigorous academic life.

The program's crucial, and often missing, elements address topics vital for success in medicine, including:

• Imposter syndrome
• Feedback resilience and mentorship
• Establishing personal and professional boundaries
• Identifying cognitive distortions
• Developing professional identity

The programming was initially introduced to Whiddon COM Ph.D. students. Since then, it has begun phased implementation within the college's pre-matriculation pathway programs and medical bridge programs, such as PRE-Path and Rx for Success. Early results indicate strong student engagement and a positive impact on both academic and personal development.

Moving forward, Modisa and Hall plan to formalize their resiliency programming framework, continue data collection with the pre-medical undergraduates in the pathway programs, and expand session offerings to a wider audience of medical and Ph.D. students. This research and programming underscores Whiddon College of Medicine’s commitment to fostering a supportive learning environment and advancing holistic, student-centered approaches to medical education.

Whiddon COM shares ILP innovations at national meeting on medical education

Kristy Motte, Ed.D.; Kay Lynn Ceja, Ph.D.; and Angie O'Neal, M.Ed., present at the Association of Medical Education Learning Specialists annual meeting. 

At the 2025 Association of Medical Education Learning Specialists (MELS) annual meeting, held Nov. 5–7 in San Antonio, Angie O’Neal, M.Ed., director of learning support services at the Whiddon College of Medicine, joined two national colleagues to lead a workshop on strengthening individualized learning in medical education.

O’Neal co-presented the 60-minute session, “Bridging the Gap: Integrating Individual Learning Plans (ILPs) into Everyday Best Practices,” alongside Kristy Motte, Ed.D., instructional assistant professor and director of academic success at Texas A&M University, and Kay Lynn Ceja, Ph.D., senior director of learning skills at Charles R. Drew University College of Medicine.

The workshop explored the integration of ILPs into everyday practice to enhance the development of Master Adaptive Learners. Participants engaged in interactive activities, discussions, and explored practical examples from all three institutions to understand how MELS can be involved in the creation and implementation of effective ILPs in undergraduate medical education as preparation for the transition to graduate medical education.

O’Neal shared the evolution of the Whiddon COM’s ILP program, which she was hired to establish in August 2023. Since then, medical students in all four years have been creating and utilizing individual learning plans. 

“Individual learning plans are vital in medical education because they help students take ownership of their development,” O’Neal said. “By identifying their own areas for improvement — using reflection on competencies and the feedback they've received — and creating intentional steps for growth, students build the reflective habits they’ll depend on throughout residency and beyond. Believing in the power of this process, I joined with two remarkable colleagues to share our work with fellow learning specialists, hoping to inspire others to bring ILPs back to their institutions.”  

O’Neal also presented two visuals highlighting the Whiddon COM’s ILP program: a timeline of the program’s implementation (below) and a student timeline showing how ILPs are introduced and revisited throughout all four years of medical school (above).

Annual Care Closet clothing and shoe donation drive begins Dec. 4

Care Closet, an annual clothing and shoe donation drive organized by a multidisciplinary team at USA Health University Hospital, collected more than 150 bags of items last year. For the third annual drive, donations will stay in-house to create an on-site facility at University Hospital for patients in need. 

Make a meaningful difference in our patients’ lives by donating new or gently used clothing and shoes (for adults and children) from Thursday, Dec. 4 through Wednesday, Dec. 10 at these designated drop-off points: internal medicine seventh-floor lounge at UH; the Mastin second-floor medical student office; and outside the Moorer Building. 

Please place donations in multiple small white kitchen garbage bags. The UH Care Closet team will process donations. 

Email carecloset@health.southalabama.edu or reach out to any contacts listed on the flyer with direct donation pickup requests or any questions. 

Medical students bring fresh perspective to Peer Helper Jubilee

Chris Novellino, Hannah Hill and Paras Ahuja

Three medical students from the Whiddon College of Medicine's Peer Emotional and Educational Resilience Support (PEERS) program delivered a standout presentation at this year's Peer Helper Jubilee. Hosted by the Jennifer Claire Moore Foundation, the annual event brought more than 750 middle school and high school peer helpers from across Baldwin County to Orange Beach in early November.

In their session, “From the Field to the Hallway: Who’s Got Your Back,” fourth-year student Hannah Hill, third-year student Paras Ahuja, and second-year student Chris Novellino explored the often-overlooked distinctions — and complementary strengths — of mentors and peer supporters in a student’s academic and personal journey. 

The students drew from their own experiences navigating high-pressure academic environments and being a peer supporter. They opened by highlighting a core idea: Mentors and peer supporters are both essential, but they play fundamentally different roles.

“Mentors,” Hill explained, “provide experienced, long-term guidance. They see the big picture and help students make strategic decisions about academics, career pathways, and long-term goals. They help students zoom out.”

Novellino added, “Peer supporters, on the other hand, are the ones in the trenches with you — the classmates, teammates, and friends who understand real-time struggles because they’re living the same ones. They offer immediacy, empathy, and relatability. They help students zoom in.”

The session emphasized that students thrive when they have both: mentors who’ve walked the path before them, and peers who walk beside them.

Throughout the presentation, the medical students encouraged attendees to intentionally seek out and strengthen both types of relationships. They spoke on how to:

• Leverage mentors for academic and career planning
• Navigate social pressures and identity with the support of trusted peers
• Set personal goals and find supporters who invest selflessly

The trio also shared personal stories of burnout, isolation, community, and resilience — demonstrating how mentorship and peer support had shaped their own paths from undergraduate life to medical school. Their candor and relatability sparked meaningful discussion among students and chaperones. 

“It was so wonderful to see how attentive and engaged students were,” Ahuja said. “As med students who were in their shoes a few years ago, getting to talk with them was a privilege.”

The session closed with a challenge: Become the kind of peer supporter you once needed. Build a culture where students uplift one another; where support comes not just from those ahead but also from those beside.

For many attendees, the presentation was a highlight of the Jubilee — a reminder that leadership, compassion, and connection are skills that grow stronger when shared.

BMS graduate students take part in new professional development series

Ph.D. students in the Basic Medical Sciences Graduate Program participate in Beyond the Bench.

The Office of Research, Education and Training has launched a new professional development series, Beyond the Bench: Mapping Your Career DNA, designed to equip Ph.D. students, postdocs and recent graduates with the tools they need to navigate their next steps with confidence.

The initiative was developed in response to requests from Christopher Davies, Ph.D., associate dean for research, current students, and former members of the Basic Medical Sciences Graduate Society, all of whom emphasized the need for structured career-preparation opportunities. Haley Kominek, a former officer in the BMS Graduate Society, played a key role in bringing the series to life, with strong support from Alani Rodgers, Ed.D., and Adam Barnes in USA Career Development.

The inaugural session focused on the National Association of Colleges and Employers (NACE) Readiness Competencies, a set of core skills identified as essential for career success across industries. Participants also learned about additional career resources and support services available right here at South.

The session was led by Barnes, assistant director of career development, who provided practical guidance on how students can begin strengthening these competencies during their training and throughout their professional journeys.

Beyond the Bench will continue throughout the year, offering workshops and conversations to help trainees explore diverse career pathways, build professional skills, and prepare for both academic and non-academic opportunities.

More information about upcoming sessions will be shared soon.

Medical student-faculty research team presents at national conference

David S. Williams, Ph.D., MPA, and Nia Booth present a session at the Association of Medical Education Learning Specialists Conference.

David S. Williams, Ph.D., MPA, assistant dean for institutional and academic success in the Office of Accreditation and Planning, and third-year medical student Nia Booth represented the Whiddon College of Medicine at the 2025 Association of Medical Education Learning Specialists (MELS) Conference, held Nov. 5–7 in San Antonio, Texas. Together, they presented a research session titled “Learning How to Learn: Medical Students’ Evolving Language and Reflections After a Pre-Matriculation Course.”

This presentation built upon earlier findings shared by Williams at the 2023 MELS Conference, extending the Whiddon College of Medicine’s multi-year examination of how medical students develop metacognitive awareness and apply evidence-based learning strategies after completing the summer pre-matriculation academic success course, Rx for Success. The research explores how students describe their study habits, conceptualize learning science, manage time, and adapt strategies throughout the pre-clerkship curriculum.

A significant innovation in this phase of study was the leadership of Booth, who joined the research team and served as the facilitator for focus groups of medical students conducted between December 2024 and March 2025. The team explored how medical students internalize and apply the language and strategies of learning science during their pre-clerkship years.

Booth’s peer-to-peer role provided authenticity and depth to the qualitative data, enriching the analysis in meaningful ways. The team found clear themes of study strategy adaptation, evolving conceptions of knowledge, a shift from passive to active learning, increased strategic self-regulation, and the influence of early learning-science instruction.

“I’ve truly enjoyed working on this project,” said Booth, who serves as president of the Class of 2027. “It has given me a deeper appreciation for how much we grow as learners throughout medical school and how the programs we offer here at South really foster and support that growth. Presenting our work at MELS was an honor, and it was especially meaningful to share our students’ stories, which highlight just how impactful intentional programming can be in supporting student success.”

“It was a privilege to co-present this work with Nia,” Williams said. “Her leadership, professionalism, and insight as both a researcher, Rx for Success student facilitator, and current M3 student voice elevated this project in ways that will meaningfully shape how we design and deliver academic success programming. Her ability to guide thoughtful conversations among her peers provided depth and nuance that the research team could not have captured otherwise.”

This research was conducted in collaboration with T.J. Hundley, M.D., associate dean for medical education. The team will continue analysis over the coming year, using these findings to inform future enhancements to Rx for Success and academic support programming across the curriculum.