Abstract Details

Title Assessing Impact of Evidence-Based Pedagogic Techniques in Resident-Led Neurology Didactics

Topic Research Methodology, �鶹��ýӳ��, and History

Presentation(s) P6 - Poster Session 6 (12:00 PM-1:00 PM)

Poster/Presentation
Number 13-012

Objective To measure perceived relevance and level of satisfaction among MS3 students taking resident-led didactics when evidence-based pedagogic techniques are utilized

Background Recent evidence has challenged traditional learning techniques, replacing them with effective methods grounded in neuroscience and cognitive psychology. As part of their neurology rotation at Penn State, third year medical students attend three resident-led sessions consisting of neuroimaging, neurologic examination and a final quiz. Traditionally, neurology residents did not use any standardized methods for these lectures. To enhance learning, we implemented evidence-based pedagogic techniques in delivering resident-led didactics

Design/Methods The principles of interleaving, elaboration, retrieval practice, and audience participation were utilized in designing neuroimaging lectures and final quiz for rotating MS3. The neuroimaging class was made into a flipped classroom and required audience participation through PollEverywhere. The final quiz consisted of 20 interleaved clinical vignettes delivered via the jeopardy feature of PollEverywhere. Students were placed in groups competing for the highest score awarded automatically for speed and accuracy. A survey was then conducted on level of satisfaction and perception of relevance

Results

38 students evaluated the neuroimaging didactic. 100% were satisfied or highly satisfied; 89% felt it was relevant or very relevant to their shelf exam; 89% felt it was relevant or very relevant to preparation for the USMLE; 100% indicated that the session enhanced their clinical skills; and 97% felt the depth was appropriate.

19 students evaluated the final jeopardy session. 100% were satisfied or highly satisfied; 100% felt it was relevant or very relevant to their shelf exam; 100% felt it was relevant or very relevant to preparation for the USMLE; 100% indicated that the session enhanced their clinical skills; and 100% felt the depth was appropriate

Conclusions Third year medical students expressed high levels of satisfaction with resident-led neurology didactic lectures conducted using multiple evidence-based pedagogic techniques

Authors/Disclosures
Adeolu O. Morawo, MD PRESENTER	Dr. Morawo has nothing to disclose.
Chichun Sun, DO	Dr. Sun has received personal compensation in the range of $500-$4,999 for serving as a Consultant for Alector. Dr. Sun has received personal compensation in the range of $0-$499 for serving as a Speaker with �鶹��ýӳ��. Dr. Sun has received personal compensation in the range of $0-$499 for serving as a Speaker with Pennsylvania Neurological Society.
Gloriel Flores-Caban, MD (Penn State University, Milton S Hershey Medical Center)	Dr. Flores-Caban has nothing to disclose.
Max R. Lowden, MD, F�鶹��ýӳ�� (Penn State Hershey Medical Center)	Dr. Lowden has nothing to disclose.