1
|
Harris BHL, Harris SRL, Walsh JL, Pereira C, Black SM, Allott VES, Handa A, Thampy H. Twelve tips for designing and implementing peer-led assessment writing schemes in health professions education. MEDICAL TEACHER 2024; 46:1027-1034. [PMID: 38277134 DOI: 10.1080/0142159x.2023.2298755] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2023] [Accepted: 12/20/2023] [Indexed: 01/27/2024]
Abstract
Peer-led assessment (PLA) has gained increasing prominence within health professions education as an effective means of engaging learners in the process of assessment writing and practice. Involving students in various stages of the assessment lifecycle, including item writing, quality assurance, and feedback, not only facilitates the creation of high-quality item banks with minimal faculty input but also promotes the development of students' assessment literacy and fosters their growth as teachers. The advantages of involving students in the generation of assessments are evident from a pedagogical standpoint, benefiting both students and faculty. However, faculty members may face uncertainty when it comes to implementing such approaches effectively. To address this concern, this paper presents twelve tips that offer guidance on important considerations for the successful implementation of peer-led assessment schemes in the context of health professions education.
Collapse
Affiliation(s)
| | - Samuel R L Harris
- Department of Oncology, University of Oxford, Oxford, United Kingdom
| | - Jason L Walsh
- Department of Cardiology, Royal Brompton and Harefield Hospitals NHS Trust, London, United Kingdom
- Medical Sciences Division, University of Oxford, Oxford, United Kingdom
| | - Christopher Pereira
- Cutrale Perioperative and Ageing Group, Department of Bioengineering, Imperial College London, London, United Kingdom
| | - Susannah M Black
- Medical Sciences Division, University of Oxford, Oxford, United Kingdom
| | | | - Ashok Handa
- Nuffield Department of Surgical Sciences, University of Oxford, Oxford, United Kingdom
| | - Harish Thampy
- Faculty of Biology, Medicine and Health, University of Manchester, Manchester, United Kingdom
| |
Collapse
|
2
|
Mehta A, Brooke N, Puskar A, Woodson MCC, Masi B, Wallon RC, Greeley DA. Implementation of Spaced Repetition by First-Year Medical Students: a Retrospective Comparison Based on Summative Exam Performance. MEDICAL SCIENCE EDUCATOR 2023; 33:1089-1094. [PMID: 37886276 PMCID: PMC10597963 DOI: 10.1007/s40670-023-01839-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/17/2023] [Indexed: 10/28/2023]
Abstract
Many medical students use spaced repetition as a study strategy to improve knowledge retention, and there has been growing interest from medical students in using flashcard software, such as Anki, to implement spaced repetition. Previous studies have provided insights into the relationship between medical students' use of spaced repetition and exam performance, but most of these studies have relied on self-reports. Novel insights about how medical students use spaced repetition can be gleaned from research that takes advantage of the ability of digital interfaces to log detailed data about how students use software. This study is unique in its use of data extracted from students' digital Anki data files, and those data are used to compare study patterns over the first year of medical school. Implementation of spaced repetition was compared between two groups of students who were retrospectively grouped based on average performance on three exams throughout the first year of medical school. Results indicate that students in the higher scoring group studied more total flashcards and implemented spaced repetition via Anki earlier in the year compared to the lower scoring group. These findings raise the possibility that implementing spaced repetition as a study strategy early in medical school may be related to improved knowledge retention and exam performance. Additional research should be performed at more sites to further examine the relationship between spaced repetition implementation and exam performance.
Collapse
Affiliation(s)
- Anila Mehta
- Carle Illinois College of Medicine, Urbana-Champaign, IL USA
| | | | - Anessa Puskar
- Carle Illinois College of Medicine, Urbana-Champaign, IL USA
| | | | - Barbara Masi
- Icahn School of Medicine at Mount Sinai, New York City, NY USA
| | | | | |
Collapse
|
3
|
Gilbert MM, Frommeyer TC, Brittain GV, Stewart NA, Turner TM, Stolfi A, Parmelee D. A Cohort Study Assessing the Impact of Anki as a Spaced Repetition Tool on Academic Performance in Medical School. MEDICAL SCIENCE EDUCATOR 2023; 33:955-962. [PMID: 37546209 PMCID: PMC10403443 DOI: 10.1007/s40670-023-01826-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/16/2023] [Indexed: 08/08/2023]
Abstract
Introduction Anki is an application that capitalizes upon the techniques of spaced repetition and is increasingly utilized by medical students for examination preparation. This study examines the impact of Anki usage in a medical school curriculum on academic performance. Secondary objectives analyzed individual Anki utilization and a qualitative assessment of Anki use. Methods A cohort-control study was conducted at Boonshoft School of Medicine. One hundred thirty first-year medical students were enrolled in an Anki utilization training program from July 2021 to September 2021. Training included educational Anki courses and subsequent survey data collection over Anki usage. Data variables included all course final examinations, the Comprehensive Basic Science Exam (CBSE), individual Anki user statistics, nationally standardized exams scores, and Qualtrics surveys on student perceived ease of use. Results Seventy-eight students reported using Anki for at least one of the exams, and 52 students did not use Anki for any exam. Anki users scored significantly higher across all four exams: Course I (6.4%; p < 0.001); Course II (6.2%; p = 0.002); Course III (7.0%; p = 0.002); and CBSE (12.9%; p = 0.003). Students who reported higher dependency on Anki for studying performed significantly better on the Course I, II, and CBSE exams. Conclusion Anki usage may be associated with an increase in standardized examination scores. This supports Anki as an evidence-based spaced repetition and active retrieval learning modality for medical school standardized examinations. There was little correlation between its specific statistical markers and examination performance. This is pertinent to physicians and medical students alike as the learning and preservation of biomedical knowledge is required for examinations and effective clinical care.
Collapse
Affiliation(s)
- Michael M. Gilbert
- Boonshoft School of Medicine at Wright State University, Dayton, OH USA
- Departments of Pharmacology & Toxicology, and Dermatology, Boonshoft School of Medicine at Wright State University, Dayton, OH USA
| | - Timothy C. Frommeyer
- Boonshoft School of Medicine at Wright State University, Dayton, OH USA
- Departments of Pharmacology & Toxicology, and Dermatology, Boonshoft School of Medicine at Wright State University, Dayton, OH USA
| | | | | | - Todd M. Turner
- Boonshoft School of Medicine at Wright State University, Dayton, OH USA
- Orthopedics, Mount Carmel Health System, Columbus, OH USA
| | - Adrienne Stolfi
- Boonshoft School of Medicine at Wright State University, Dayton, OH USA
| | - Dean Parmelee
- Boonshoft School of Medicine at Wright State University, Dayton, OH USA
| |
Collapse
|
4
|
McMains JC, Larkins MC, Doherty AM, Horiates J, Alachraf K, Gordon JA, Fletcher J, Brewer KL. Knowledge Retention From Emergency Medicine Simulation-Based Learning Curriculum for Pre-clinical Medical Students. Cureus 2023; 15:e41216. [PMID: 37525818 PMCID: PMC10387342 DOI: 10.7759/cureus.41216] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/30/2023] [Indexed: 08/02/2023] Open
Abstract
Introduction Traditional medical school curricula rely on textbook-based learning during the first two years, often limiting students' clinical exposure. Simulation-based learning (SBL) provides an opportunity for students to gain clinical exposure and competency with common procedures as well as to gain knowledge related to common clinical topics. Retention of factual knowledge is a current topic of discussion as medical learners often have difficulty with long-term retention. The aim of this study was to assess if students would learn, retain, and enjoy emergency medicine (EM)-focused SBL. Materials and methods We developed an EM-focused SBL curriculum consisting of four main educational events: suturing, medical stabilization, mass casualty triage, and point-of-care ultrasound (POCUS). Participants were first- and second-year healthcare students enrolled in a traditional, preclinical curriculum, who completed pre- and post-event quizzes consisting of multiple-choice questions on topics covered during the SBL scenario. We compared pre- and post-event quiz scores using a one-way paired t-test. Quizzes were readministered up to 100 days after each SBL event to test knowledge retention, and scores were compared across time by repeated-measures analysis of variance (RMANOVA). Results For suture (n=22), mass casualty (n=20), and ultrasound simulations (n=17), post-event mean quiz scores increased significantly in comparison to mean quiz scores from before the event (p≤0.05). Medical stabilization simulation post-event scores were increased but did not reach statistical significance. Data collected at 45, 74, and 94 days following the suture lab as well as 29 and 49 days after the medical evacuation event, and 20 days after the mass casualty event showed no statistical decrease in quiz means suggesting retention of knowledge among learners. Subjective assessments of participant satisfaction demonstrated an enjoyment of the events. Discussion EM-focused SBL events offered enjoyable learning opportunities for students to effectively obtain and possibly retain clinical knowledge. Conclusion SBL has the potential to improve student retention of clinical knowledge during the preclinical years and, therefore, should be further explored and implemented as a core pillar of medical education as opposed to its current state as a learning adjunct.
Collapse
Affiliation(s)
- Jennifer C McMains
- Emergency Medicine, East Carolina University Brody School of Medicine, Greenville, USA
| | - Michael C Larkins
- Emergency Medicine, East Carolina University Brody School of Medicine, Greenville, USA
| | - Alexandra M Doherty
- Emergency Medicine, East Carolina University Brody School of Medicine, Greenville, USA
| | - Julia Horiates
- Emergency Medicine, East Carolina University Brody School of Medicine, Greenville, USA
| | - Kamel Alachraf
- Emergency Medicine, East Carolina University Brody School of Medicine, Greenville, USA
| | - Julian A Gordon
- Emergency Medicine, East Carolina University Brody School of Medicine, Greenville, USA
| | - James Fletcher
- Emergency Medicine, East Carolina University Brody School of Medicine, Greenville, USA
| | - Kori L Brewer
- Emergency Medicine, East Carolina University Brody School of Medicine, Greenville, USA
| |
Collapse
|
5
|
Schukow CP, Johnson CV, Kowalski P. Is There Utility for Implementing Digital Flash Card Applications in Pathology Undergraduate and Graduate Medical Education? Arch Pathol Lab Med 2023; 147:133-134. [PMID: 36701803 DOI: 10.5858/arpa.2022-0246-le] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/28/2022] [Indexed: 01/27/2023]
Affiliation(s)
- Casey P Schukow
- Department of Graduate Medical Education, ProMedica Monroe Regional Hospital, Monroe, Michigan
| | - Curtiss V Johnson
- Department of Undergraduate Medical Education, Michigan State University College of Osteopathic Medicine, Detroit
| | - Paul Kowalski
- Department of Physiology, Michigan State University College of Osteopathic Medicine, East Lansing
| |
Collapse
|
6
|
Tan JW, Ng KB, Mogali SR. An Exploratory Digital Board Game Approach to the Review and Reinforcement of Complex Medical Subjects Like Anatomical Education: Cross-sectional and Mixed Methods Study. JMIR Serious Games 2022; 10:e33282. [PMID: 35006080 PMCID: PMC8787653 DOI: 10.2196/33282] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Revised: 10/20/2021] [Accepted: 10/23/2021] [Indexed: 12/11/2022] Open
Abstract
Background Serious games have the potential to resolve educational problems faced by medical students, such as insufficient rehearsal due to boredom and lack of motivation. However, serious games’ relatively novel concepts in science and many genres of games that are common in recreation remain underresearched in the literature. Board games are one such genre that, despite their potential, affordability, and flexibility, are rarely designed for medical students, and little is known about student perceptions of them and their compatibility with rehearsal. Objective In this cross-sectional study, we sought to elicit, via an exploratory mixed methods approach, student perceptions of a digital serious board game specifically designed for the gamified rehearsal of complex medical subjects, with the chosen topic of anatomy. Methods A digital serious board game, based on self-determination theory (SDT), was first designed and developed to facilitate the rehearsal of anatomy information. Students were then voluntarily recruited to partake in the intervention and were randomly split into three teams of 2 players per game session, after which they were administered the Flow Short Scale (FSS), which is a 13-item measure where items were rated on a 7-point Likert scale ranging from 1 (“not at all”) to 7 (“very much”). Students then participated in a focus group discussion to elicit their perceptions of the game. Findings from the FSS were subject to descriptive analysis, and the focus group discussion was subject to inductive thematic analysis. Results A total of 12 undergraduate, second-year medical students from the Lee Kong Chian School of Medicine in Singapore participated in the study. FSS results indicated a moderate level of overall flow (mean score 4.94, SD 1.07) via the subdomains of fluency (mean score 4.77, SD 1.13) and absorption (mean score 5.21, SD 1.1). Students perceived the game as fun, enjoyable, engaging, and appropriate as a rehearsal tool that alleviated the monotony of traditional methods of rehearsal. Conclusions Our digital board game–based rehearsal tool, when based on SDT, appeared to be suitable for gamified rehearsal in a fun and enjoyable environment due to its facilitation of intrinsic motivation in its players.
Collapse
Affiliation(s)
- Jun Wen Tan
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
| | - Kian Bee Ng
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
| | | |
Collapse
|
7
|
Amabile AH, Nixon-Cave K, Georgetti LJ, Sims AC. Front-loading of anatomy content has no effect on long-term anatomy knowledge retention among physical therapy students: a prospective cohort study. BMC MEDICAL EDUCATION 2021; 21:491. [PMID: 34521411 PMCID: PMC8439033 DOI: 10.1186/s12909-021-02925-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Accepted: 09/03/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Information learned over a longer period of time has been shown to result in better long-term knowledge retention than information learned over a shorter period of time. In order to address multiple curricular goals, the timing and spacing of anatomy content within the Doctor of Physical Therapy (DPT) program at our institution recently changed from a very spaced to a very compressed format. The purpose of the present study was to assess differences in anatomy knowledge retention that might have been impacted by this change. The research hypothesis was that students receiving spaced instruction would have significantly better anatomy knowledge retention than students receiving massed instruction. METHODS Participants consisted of two cohorts of DPT students that both received 45 contact hours of anatomy lecture and 90 contact hours of anatomy lab. The LONG cohort experienced anatomy through a lecture and lab taught over a 30-week, 2 semester period as separate courses. In contrast, the SHORT cohort took their anatomy lecture and lab concurrently over one 10-week semester. A pre-test was administered on the first day of their anatomy lecture course, and a post-test was administered to each cohort 18 months after completion of their last anatomy exam. RESULTS After controlling for age-related differences in the two groups, no significant differences in mean pre-test, post-test, or percentage improvement were found between cohorts (p = 0.516; 0.203; and 0.152, respectively). CONCLUSION These findings refute the hypothesis and show that both spaced and massed instruction in these cohorts resulted in the same level of long-term anatomy knowledge retention.
Collapse
Affiliation(s)
- Amy H. Amabile
- Department of Physical Therapy, Thomas Jefferson University, 901 Walnut Street, Philadelphia, PA 19107 USA
| | - Kim Nixon-Cave
- University of Pittsburgh School of Health and Rehabilitation Sciences, Pittsburgh, PA USA
| | | | | |
Collapse
|