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four students complete a personal improvement project (PIP) to apply these concepts to a personal change such as diet or sleep patterns. Professionalism, communication, and patientcenteredness are also covered in all instructional modalities. RESULTS By December 2011, the 1st cohort of 219 students had completed four semesters, and two cohorts, totaling 602 students had completed three semesters of the new curriculum. The average class score on MCQs over the four semesters was 66.2% for improvement in practice, 71.6 % for RCC, and 64.3 % for SBP. Faculty evaluation of the PIPs showed that students grasped the concepts, made use of techniques such as cause and effect diagrams, and reflected on the challenges of making change even in a personal system. CONCLUSIONS Preclinical medical students demonstrated knowledge of the core competencies and can apply key principles in their personal improvement projects, simulation and PBL. A future challenge will be to assess retention and application of these concepts in later years. Curriculum Abstract ID: 141 Award Nominee DOWNLOADING LEARNING OBJECTIVES INCREASES STUDENT EXAM SCORES IN AN INTEGRATED COURSE: PILOT STUDY Jeffrey T. Holt M.D.; Mark V. White M.D., Mph; Ray A Smego M.D., Mph; John L Szarek Ph.D. The Commonwealth Medical College. Scranton, PA, USA PURPOSE Although most basic science medical education is based on learning objectives it is unclear whether students actually use them to organize their studying. We hypothesized that students who viewed learning objectives would learn more than those who didn’t. To test this hypothesis, we compared the exam performance of students who downloaded learning objectives with those who didn’t. METHODS Blackboard can be set to track when and if medical students download or access specific documents. We utilized this feature to identify which second year medical students downloaded topic specific learning objectives prior to an exam testing higher order (Bloom’s taxonomy) subject knowledge. We compared end-of-module exam scores of students who downloaded learning objectives (downloaders) which those who did not (non-downloaders). Results Learning objective downloaders had higher mean exam scores (79.7% ± 1.09 SEM; n = 39) than nondownloaders (71.0% ± 1.77 SEM; n = 24; p = 0.0001). During the examination review session we reminded the students that each test question was based on a specific learning objective and provided examples. Following this exam the percentage of students downloading learning objectives increased from the observed 62% to greater than 90%. This level of greater than 90% downloading of learning objectives has been stable for the subsequent 3 months. CONCLUSIONS Downloading of learning objectives by Year 2 medical students appears to be associated with increased mean exam scores and was associated with continued downloading in subsequent modules. The question remains, however, whether students use the objectives in preparation for examinations. Curriculum Abstract ID: 142 THE CHALLENGE OF FITTING A ‘SILO’ COURSE INTO AN INTEGRATED CURRICULUM-WHAT HAVE WE LEARNED TO DATE? Kerstin Höner zu Bentrup,PhD*, Jennifer W. Gibson, PhD** Tulane Medical School, *Dept. of Microbiology and Immunology, **Office of Medical Education, 1430 Tulane Ave, New Orleans, LA, USA. PURPOSE Integrated curricula have become the norm in medical schools. The medical education literature contains numerous reports of curriculum change but none refers to integrating a former ‘silo’ course into an already existing integrated curriculum. We describe the process and evaluation of revising a Medical Microbiology course - taught originally as a 5 week block at the beginning of the 2nd year - into an existing Organ Systems curriculum. METHODS Before beginning the integration process, we conducted a literature review, discussed perceived hurdles with teaching faculty, obtained student feedback, and discussed relevant placement of course content within the existing curriculum. At the end of the course, a survey was sent to teaching faculty to obtain feedback on the integration process Medical Science Educator © IAMSE 2012 Volume 22(4S) 290
and to solicit suggestions for improvement. Qualitative responses were analyzed for themes. RESULTS The integrative process resulted in a Microbiology course that began with a 2-week basic principles block followed by specific sessions interspersed throughout the existing systems-based curriculum. Faculty feedback revealed that communication among instructors from differing disciplines needs improvement and may help reduce redundancy of content. Also, training sessions clarifying the process and reasons for integration would be helpful. CONCLUSIONS This study, which began at the end of the first year of integrating a ‘silo’ course into an existing integrated curriculum, elucidated significant problems with the execution of curricular changes, but also considerable covenant in how to overcome these challenges. More research will be needed as the new curriculum matures to discern how to truly integrate the subject material into a curricular framework that optimizes student learning. Curriculum Abstract ID: 143 COMBINING EDUCATION, RESEARCH AND COMMUNITY SERVICE - LESSONS FROM A STUDENT RESEARCH PROJECT Jennifer James, Janet F. Piskurich, Debra E. Bramblett TTUHSC-Paul L. Foster School of Medicine 5001 El Paso Drive, El Paso, TX, USA PURPOSE PLFSOM requires student participation in a scholarly activity or research project (SARP). Herein we describe a SARP project with a purpose to provide opportunities for scholarly activity and research in the area of public health and to improve local behaviors with regards to flu vaccines. Studies on the Barriers to seasonal influenza indicate fear of side effects, inconvenience, perceived ineffectiveness of the vaccine, and a fear the vaccine itself causes influenza. This SARP project will determine if education about herd immunity affects the attitudes and behaviors of adolescents overcoming barriers to vaccination in our region. METHODS Subjects were recruited from a summer camp for high school students interested in science. Participants were surveyed on knowledge of and attitudes toward vaccines, and individual and family history of flu vaccination. After an interactive demonstration and lecture on herd immunity, participants were given an exit survey to assess changes in knowledge and attitudes. At the end of the next flu season, participants will be contacted to ask whether they or their immediate family received a flu vaccine. RESULTS The medical student (MSI) successfully developed a highly interactive demonstration and lecture on influenza vaccination and immunity. The student developed Surveys for data collection and forms for parental consent, and implemented the educational module on influenza vaccination. During the pilot run of the project, participants were found to be receptive to learning about influenza vaccination and herd immunity in this context. CONCLUSIONS The SARP program gives PLFSOM medical students the opportunity to learn about medical research as well as have opportunities to educate and interact with the community. Curriculum Abstract ID: 144 CURRICULUM FOR CLINICAL SKILLS REPEAT TRAINING FOR MEDICAL STUDENTS IN PEKING UNIVERSITY PEOPLE'S HOSPITAL Guanchao Jiang, Peking University, People's Hospital, Dept. of Thoracic Surgery; Qinghuan Zhou, Peking University, People's Hospital, Dept. of Education. Hong Chen, Peking University, People's Hospital, Dept. of Cardioloy. Shan Wang, Peking University, People's Hospital, Dept. of Surgery, China PURPOSE The traditional apprentice model is now being weakened by a number of factors including loss of indigent care patients to the private sector, fear of malpractice lawsuits, and change in faculty physicians’ practices. Simulation based medical education has became more and more popular in China for clinical skill training. For more than 10 years the medical literature has increasingly documented the need for standardized curriculum components in which students can learn, practice and demonstrate competence in basic clinical knowledge and skills. In 2009, Peking University People’s Hospital launched a new clinical skills training project, Curriculum for Clinical Skills Repeat Training, in which the simulation based medical education have been incorporated into the traditional medical curriculum and the clinical skills have been trained repeatedly in various way at different time. Medical Science Educator © IAMSE 2012 Volume 22(4S) 291
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