2270. The Creation of a Collaborative Microbiology and Infectious Disease Medical Student Course with Blended Learning
Session: Poster Abstract Session: Teaching the Future: Education in Infectious Diseases
Saturday, October 29, 2016
Room: Poster Hall
Posters
  • IDWeek_AAMC_RWJF_2016 v2.pdf (8.9 MB)
  • Background: Teaching methods in medical student microbiology courses have been traditionally weighted towards didactics with fewer hours for active learning. A flipped-classroom model of teaching enables learners to self-pace content video viewing and to participate in active in-class learning sessions.

    Methods:

    In 2014 educators from 5 medical schools (Stanford, U of Washington, U of Michigan, Duke, U of California San Francisco) agreed upon core content and learning objectives to develop 29 flipped classroom modules for pre-clinical medical students. Each module included Springboard videos, content videos, active learning session guides, and assessment questions. The development process included peer and student review. Schools implemented all or part of the curriculum during 2015-16. Students were surveyed on their course satisfaction and a subset also participated in focus groups. Medical knowledge was assessed using retired National Board of Medical Examiners (NBME) questions.

    Results:

    590 students were enrolled in the curriculum in 4 medical schools. Student satisfaction with the curriculum varied (Figure 1). Students performed similar or better than the national average on the NBME exam. Qualitative results from student surveys and focus groups revealed the following strengths of the curriculum: 1. Students appreciated the flexibility of watching videos at their own pace and diverse study tools 2. Students valued the compelling storytelling of the Springboard videos 3. Students valued active learning sessions for their ability to reinforce, synthesize, and contextualize video content. Students reported the following perceived weaknesses: 1. Content videos were inconsistent in quality and style 2. Module components needed more integration 3. Organizational materials (e.g. concept maps) would be useful.

    Conclusion: The collaborative creation of a standardized modular microbiology curriculum is flexible enough for use at multiple schools. Attention must be paid to implementing the curriculum, with appropriate contextual framing of the videos used and design of the interactive sessions. The concept of Springboard videos helps to engage the student in the content and provides a link between clinical and basic science concepts.

     

    Figure 1:

    Figure 2:

     

    Sharon F. Chen, MD, MS1, Brian Schwartz, MD2, Manuel Amieva, MD, PhD3, Peter Chin-Hong, MD4, Bryn Boslett, MD5, Andrew Alspaugh, MD6, Andrew Nevins, MD3, Paul Pottinger, MD, FIDSA7, John B. Lynch, MD, MPH8, Maya Adam, MD3, J. Matthew Velkey, PhD6, Jennifer Deitz, MA9, Heeju Jang, PhD3, Pauline Becker, MA3, Aarti Porwal, MHSA3 and Charles Prober, MD10, (1)Pediatrics, Stanford University School of Medicine, Palo Alto, CA, (2)Division of Infectious Diseases, University of California San Francisco, San Francisco, CA, (3)Stanford University, Palo Alto, CA, (4)Division of Infectious Diseases, University of California, San Francisco, San Francisco, CA, (5)University of California, San Francisco School of Medicine, San Francisco, CA, (6)Duke University, Durham, NC, (7)Division of Allergy and Infectious Diseases, University of Washington, Seattle, WA, (8)Infection Prevention & Antimicrobial Stewardship, Harborview Medical Center, Seattle, WA, (9)Stanford University School of Medicine, Stanford, CA, (10)Stanford University Medical Center, Stanford, CA

    Disclosures:

    S. F. Chen, None

    B. Schwartz, None

    M. Amieva, None

    P. Chin-Hong, None

    B. Boslett, None

    A. Alspaugh, None

    A. Nevins, None

    P. Pottinger, None

    J. B. Lynch, None

    M. Adam, None

    J. M. Velkey, None

    J. Deitz, None

    H. Jang, None

    P. Becker, None

    A. Porwal, None

    C. Prober, None

    Findings in the abstracts are embargoed until 12:01 a.m. CDT, Wednesday Oct. 26th with the exception of research findings presented at the IDWeek press conferences.