PP-016 ANALYSIS OF A FREE-CHOICE ELECTIVE COURSE ‘WHAT WILL HAPPEN WHEN YOU GRADUATE FROM MEDICAL SCHOOL?’

Introduction:The educational technology of massive open online courses (MOOCs) has been successfully applied in a wide variety of disciplines and are an intense focus of educational research at this time. Educators are now looking to MOOC technology as a means to improve professional medical education, but very little is known about how medical MOOCs compare with traditional content delivery.Methods:A retrospective analysis of the course evaluations for the Medicine as a Business elective by fourth-year medical students at Southern Illinois University School of Medicine (SIU-SOM) for the 2012–2015 academic years was conducted. This course was delivered by small group flipped classroom discussions for 2012–2014 and delivered via MOOC technology in 2015. Learner ratings were compared between the two course delivery methods using routinely collected course evaluations.Results:Course enrollment has ranged from 6–19 students per year in the 2012–2015 academic years. Student evaluations of the course are favorable in the areas of effective teaching, accurate course objectives, meeting personal learning objectives, recommending the course to other students, and overall when rated on a 5-point Likert scale. The majority of all student ratings (76–95%) of this elective course are for the highest possible choice (Strongly agree or Excellent) for any criteria, regardless if the course was delivered via a traditional or MOOC format. Statistical analysis of these ratings suggests that the Effective Teacher and Overall Evaluations did not statistically differ between the two delivery formats.Discussion:Student ratings of this elective course were highly similar when delivered in a flipped classroom format or by using MOOC technology. The primary advantage of this new course format is flexibility of time and place for learners, allowing them to complete the course objectives when convenient for them. The course evaluations suggest this is a change that is acceptable to the target audience.Conclusions:This study suggests that learner evaluations of a fourth-year medical school elective course do not significantly differ when delivered by flipped classroom group discussions or via MOOC technology in a very small single center observational study. Further investigation is required to determine if this delivery method is an acceptable and effective means of teaching in the medical school environment.

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Development, implementation and evaluation of a fourth-year medical school elective course in clinical microbiology using case-based vignettes

Journal of Medical Microbiology ◽

10.1099/jmm.0.056481-0 ◽

2013 ◽

Vol 62 (7) ◽

pp. 1098-1110 ◽

Cited By ~ 3

Author(s):

Jeannette Guarner ◽

Wendy S. Armstrong ◽

Sarah W. Satola ◽

Aneesh K. Mehta ◽

Robert Jerris ◽

...

Keyword(s):

Medical School ◽

Clinical Microbiology ◽

Elective Course ◽

Case Based

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Implementation of a Medical School Elective Course Incorporating Case-Based Learning: a Pilot Study

Medical Science Educator ◽

10.1007/s40670-019-00911-1 ◽

2020 ◽

Vol 30 (1) ◽

pp. 339-344

Author(s):

Annie Dai ◽

Laura Q. Wu ◽

Ryan C. Jacobs ◽

Anjali Raghuram ◽

Shweta U. Dhar

Keyword(s):

Pilot Study ◽

Medical School ◽

Case Based Learning ◽

Elective Course ◽

Case Based

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Patient Care and Student Learning in the OPD

PEDIATRICS ◽

10.1542/peds.51.6.1108a ◽

1973 ◽

Vol 51 (6) ◽

pp. 1108-1109

Author(s):

David M. Orenstein ◽

Allen J. Dietrich

Keyword(s):

Medical Student ◽

Medical School ◽

Patient Care ◽

Community Health ◽

Student Learning ◽

School Settings ◽

Elective Course ◽

Apprenticeship Program ◽

Second Year ◽

Western Reserve

We read with interest the article by Duff et al.1 on ambulatory pediatric training, and especially the comments by Drs. Haggerty and Green.2,3 A program which would be easily adapted to many different medical school settings and which meets most of Dr. Haggerty's criteria for initial ambulatory experiences has been in operation at Case Western Reserve University for three years. The Medical Student Apprenticeship Program was conceived of, organized, and run by students. It is an official elective course in the Department of Community Health for first-and second-year students, some 40 to 50 of whom are now enrolled.

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The Introduction of Nutrition Education into the Medical School Curriculum: Using an Elective Course to Teach Students the Fundamentals, the Science, and the Clinical Implications of Food

Medical Science Educator ◽

10.1007/bf03341625 ◽

2013 ◽

Vol 23 (2) ◽

pp. 225-232 ◽

Cited By ~ 3

Author(s):

Nupur Agrawal ◽

Sara A. Ostrosky ◽

David Henzi

Keyword(s):

Medical School ◽

Nutrition Education ◽

School Curriculum ◽

Medical School Curriculum ◽

Clinical Implications ◽

Elective Course

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A Course on Terror Medicine: Content and Evaluations

Prehospital and Disaster Medicine ◽

10.1017/s1049023x15005579 ◽

2016 ◽

Vol 31 (1) ◽

pp. 98-101 ◽

Cited By ~ 5

Author(s):

Leonard A. Cole ◽

Brenda Natal ◽

Adam Fox ◽

Arthur Cooper ◽

Cheryl A. Kennedy ◽

...

Keyword(s):

Emergency Medicine ◽

New Jersey ◽

Medical School ◽

Disaster Medicine ◽

Publication Type ◽

Disaster Victims ◽

Chemical Terrorism ◽

Elective Course ◽

Key Aspects ◽

Simulation Exercises

AbstractIntroductionThe development of medical school courses on medical responses for disaster victims has been deemed largely inadequate. To address this gap, a 2-week elective course on Terror Medicine (a field related to Disaster and Emergency Medicine) has been designed for fourth year students at Rutgers New Jersey Medical School in Newark, New Jersey (USA). This elective is part of an overall curricular plan to broaden exposure to topics related to Terror Medicine throughout the undergraduate medical education.RationaleA course on Terror Medicine necessarily includes key aspects of Disaster and Emergency Medicine, though the converse is not the case. Courses on Disaster Medicine may not address features distinctively associated with a terror attack. Thus, a terror-related focus not only assures attention to this important subject but to accidental or naturally occurring incidents as well.MethodsThe course, implemented in 2014, uses a variety of teaching modalities including lectures, videos, and tabletop and hands-on simulation exercises. The subject matter includes biological and chemical terrorism, disaster management, mechanisms of injury, and psychiatry. This report outlines the elective’s goals and objectives, describes the course syllabus, and presents outcomes based on student evaluations of the initial iterations of the elective offering.ResultsAll students rated the course as “excellent” or “very good.” Evaluations included enthusiastic comments about the content, methods of instruction, and especially the value of the simulation exercises. Students also reported finding the course novel and engaging.ConclusionAn elective course on Terror Medicine, as described, is shown to be feasible and successful. The student participants found the content relevant to their education and the manner of instruction effective. This course may serve as a model for other medical schools contemplating the expansion or inclusion of Terror Medicine-related topics in their curriculum.ColeLA, NatalB, FoxA, CooperA, KennedyCA, ConnellND, SugalskiG, KulkarniM, FeravoloM, LambaS. A course on Terror Medicine: content and evaluations. Prehosp Disaster Med. 2016;31(1):98–101.

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