APPROACH: Background: Purpose: ⢠To
The Approach to Anemia Learning Module Development for the Bridges Curriculum Lily Stern BS1, Andrew LeaviK MD1, Gerald Hsu MD1, Leslie Zimmerman MD1, 1Department of Medicine., University of California, San Francisco, CA
Background:
• The Bridges-‐Curriculum will u7lize the “flipped classroom model” • Use of online lectures and modules to supplement informa7on presented in founda7onal years of medical school • Mayer et al. (2010) instruc7onal goals for construc7ng educa7onal tools: 1. To reduce extraneous processing 2. To manage essen7al material processing 3. To foster genera7ve processing (more thorough absorp7on of informa7on)
Purpose:
• To develop a module that provides a framework to think about anemia and facilitates clinical applica7on
METHODS/APPROACH: 1) 2)
3)
HEALTH PROFESSIONS EDUCATION
RESULTS/PLAN: Module Development
To reduce extraneous processing: • intui7ve PowerPoint to focus the learner’s aKen7on To enhance essen7al learning: • simple language + associated graphics ! accessibility of informa7on • 4 clear sec7ons!explicit content breaks • Reference to approach to anemia algorithm “tree” • Directly on each slide • Cap7on with the decision “branch” highlighted To foster genera7ve processing and mo7va7on: • Clinical case ques7ons • Clinical pearl boxes • Interac7ve anima7ons
Review and Improvement Process • Bridges Anemia MD-‐Faculty: (Faculty Mentors [FM]) • 2 non-‐hematology • 1 hematology
• 16 second-‐year students (Early Learners [EL]) • Survey to evaluate: 1. Visual presenta7on/flow 2. Content 3. Efficacy
• Six ELs (37.5% response rate) reviewed a drag of the module and completed the survey. • ELs reported that the module was useful overall (mean = 4.83, SD = 0.41) and would use it as 1st year students (mean = 4.83, SD = 0.41).
• While both FMs and ELs provided content feedback, FMs provided more in depth content feedback and ELs provided more stylis7c/visual feedback • An updated faculty-‐reviewed second drag was sent to the 16 students by 7me of this abstract and 10 remaining surveys will be followed-‐up
CONCLUSION:
• Module Aims: To provide a useful tool to introduce a systema7c approach to anemia diagnosis and work-‐up for medical students to reference throughout their careers • ELs provided feedback about poten7al u7lity and op7mal design of the product in the 1st year of medical school and FMs reinforced the accuracy and clinical applica7on of presented informa7on. • Future plans include: • Con7nued revisions • Formal evalua7on of test performance of the module through learner surveys and knowledge assessments when it is implemented in Fall 2016
Background:
• The Bridges-‐Curriculum will u7lize the “flipped classroom model” • Use of online lectures and modules to supplement informa7on presented in founda7onal years of medical school • Mayer et al. (2010) instruc7onal goals for construc7ng educa7onal tools: 1. To reduce extraneous processing 2. To manage essen7al material processing 3. To foster genera7ve processing (more thorough absorp7on of informa7on)
Purpose:
• To develop a module that provides a framework to think about anemia and facilitates clinical applica7on
METHODS/APPROACH: 1) 2)
3)
HEALTH PROFESSIONS EDUCATION
RESULTS/PLAN: Module Development
To reduce extraneous processing: • intui7ve PowerPoint to focus the learner’s aKen7on To enhance essen7al learning: • simple language + associated graphics ! accessibility of informa7on • 4 clear sec7ons!explicit content breaks • Reference to approach to anemia algorithm “tree” • Directly on each slide • Cap7on with the decision “branch” highlighted To foster genera7ve processing and mo7va7on: • Clinical case ques7ons • Clinical pearl boxes • Interac7ve anima7ons
Review and Improvement Process • Bridges Anemia MD-‐Faculty: (Faculty Mentors [FM]) • 2 non-‐hematology • 1 hematology
• 16 second-‐year students (Early Learners [EL]) • Survey to evaluate: 1. Visual presenta7on/flow 2. Content 3. Efficacy
• Six ELs (37.5% response rate) reviewed a drag of the module and completed the survey. • ELs reported that the module was useful overall (mean = 4.83, SD = 0.41) and would use it as 1st year students (mean = 4.83, SD = 0.41).
• While both FMs and ELs provided content feedback, FMs provided more in depth content feedback and ELs provided more stylis7c/visual feedback • An updated faculty-‐reviewed second drag was sent to the 16 students by 7me of this abstract and 10 remaining surveys will be followed-‐up
CONCLUSION:
• Module Aims: To provide a useful tool to introduce a systema7c approach to anemia diagnosis and work-‐up for medical students to reference throughout their careers • ELs provided feedback about poten7al u7lity and op7mal design of the product in the 1st year of medical school and FMs reinforced the accuracy and clinical applica7on of presented informa7on. • Future plans include: • Con7nued revisions • Formal evalua7on of test performance of the module through learner surveys and knowledge assessments when it is implemented in Fall 2016
