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self-study to integrate basic science knowledge and
clinical findings.
E-Learning Abstract ID: 161
PRIOR INDEPENDENT STUDY INCREASES
EXAM SCORES IN AN INTEGRATED RENAL
COURSE: PILOT STUDY
Jeffrey T. Holt MD; Mark V. White MD, MPH; Ray
A. Smego MD, MPH; John L. Szarek Ph.D. The
Commonwealth Medical College, Scranton, PA,
USA
PURPOSE
Prior research suggests that combining independent
study with active learning activities improves exam
scores, but little is known about the interactions
between these approaches. We hypothesized that
students who viewed basic content prior to
interactive sessions would learn more than students
who were not prepared for class. In order to test this
hypothesis, we compared the exam performance of
students who downloaded podcasts of basic content
prior to in-class sessions with those who did not.
METHODS
The renal curriculum for second year medical
students consists of independent study using audio
and slide podcasts which provide the necessary
content for subsequent in-class, team-based
learning, small group study, simulations, and other
learning activities. The schedule is designed so
podcasts- audiovisual clips of instructors delivering
content- are to be viewed prior to the active learning
sessions. NBME style questions exhibiting
predominantly 2nd through 4th order of Bloom’s
taxonomy were used to assess student performance.
We compared end-of-module exam scores of
students who: downloaded podcasts in advance of
in-class activities (prior-downloaders); downloaded
podcasts after in-class activities (postdownloaders);
and did not download podcasts at all
(non-downloaders).
RESULTS
Prior-downloaders had higher mean exam scores
(77.2% ± 1.03 SEM; n = 47) than post- and nondownloaders
combined (70.1% ± 1.58 SEM; n = 15;
p = 0.0009). Prior downloaders performed better
than post-downloaders (70.2% ± 2.09 SEM; n = 10;
p = 0.006) and better than non-downloaders
(69.8% ± 2.58 SEM; n = 5; p = 0.028). There was no
statistically significant difference between postdownloaders
and non-downloaders (p = 0.91).
These results suggest that the observed effect was
due to timing of content and not merely exposure to
content.
CONCLUSIONS
Study of podcasts by second year medical students
prior to in-class active learning activities appears to
be associated with increased mean exam scores.
E-Learning Abstract ID: 163
E-LECTURES: A COMPLEMENTARY TOOL
FOR CONDUCTING PEDIATRIC BOARD
REVIEW CONFERENCES
Maria Teresa C. Ambat, MD 1 , Herb Janssen, MD,
Ph.D 2 . Departments of Pediatrics 1 and Medical
Education 2 Texas Tech University - Health Sciences
Center, 4800 Alberta Avenue, El Paso, TX, USA
PURPOSE
The “small group” is a weekly faculty led board
review conference for pediatric residents at
TTUHSC, based on the American Board of
Pediatrics (ABP) content specification. Historically,
this approach has had inconsistent resident
engagement. We have piloted an online lecture
series as a complementary tool for conducting these
review conferences. Our objective was to examine
the feasibility and acceptability of this online
learning approach and to determine if it will
promote engaged learning among pediatric
residents.
METHODS
The software Captivate® was used to create lectures
which were made available online for residents to
review prior to the conferences. This approach
features guided independent study and a group
discussion with expert clinicians. This decreases the
amount of conference time spent covering didactic
information and facilitated a more dynamic
discussion. At the end of each conference, residents
are asked to complete anonymous questionnaires
that evaluate the acceptability and feasibility of this
approach and their satisfaction with the new
method.
RESULTS
Our preliminary results demonstrated acceptability
and feasibility of this new approach among pediatric
residents. The residents feel having the lectures
available online provides them easy access and
background knowledge of conference topics, better
preparing them for the discussion. They also
reported improved group participation and
enhanced learning. Attendance in conferences has
also improved substantially.
CONCLUSIONS
We have learned that an online lecture series is an
effective complementary tool in conducting board
Medical Science Educator © IAMSE 2012 Volume 22(4S) 300