advertising
-
1
Brauer DG, Ferguson KJ: The integrated curriculum in medical education: AMEE guide no. 96. Med Teach 37: 312, 2015.
-
2
Royal KD, Gilliland KO, Dent GA: A student-led methodology for evaluating curricular redundancy. J Multidisc Eval 10: 1, 2014.
-
3
Dominguez I, Zumwalt AC: Integrating the basic sciences in medical curricula: focus on the basic scientists. Adv Physiol Educ 44: 119, 2020.
-
4
Hopkins R, Pratt D, Bowen JL, et al.: Integrating basic science without integrating basic scientists: reconsidering the place of individual teachers in curriculum reform. Acad Med 90: 149, 2015.
-
5
Zumwalt AC, Dominguez I: Integrating the educators: outcomes of a pilot program to prime basic science medical educators for success in integrated curricula. Med Sci Educ 29: 637, 2019.
-
6
Reed S, Shell R, Kassis K, et al.: Applying adult learning practices in medical education. Curr Probl Pediatr Adolesc Health Care 44: 170, 2014.
-
7
Taylor DC, Hamdy H: Adult learning theories: implications for learning and teaching in medical education: AMEE guide no. Med Teach 35: 83, 1561, 2013.
-
8
Cooke M, Irby DM, O’Brien BC: Educating Physicians: A Call for Reform of Medical School and Residency, Jossey-Bass, San Francisco, CA, 2010.
-
9
Copley J: Audio and video podcasts of lectures for campus‐based students: production and evaluation of student use. Innov Ed Teach Int 44: 387, 2007.
-
10
Rodman A, Trivedi S: Podcasting: a roadmap to the future of medical education. Semin Nephrol 40: 279, 2020.
-
11
Kong Z, Li T, Zhang Z, et al.: Application of microlecture teaching methods in standardized residency training during COVID-19 in Wuhan: a randomized, controlled study. Ann Palliat Med 10: 4017, 2021.
-
12
Shantikumar S: From lecture theatre to portable media: students’ perceptions of an enhanced podcast for revision. Med Teach 31: 535, 2009.
-
13
Shetty N, Bin Reza F, Tomkinson P: Letters to the editor. Med Teach 33: 592, 2011.
-
14
Cosimini MJ, Cho D, Liley F, et al.: Podcasting in medical education: how long should an educational podcast be? J Grad Med Educ 9: 388, 2017.
-
15
Prakash SS, Muthuraman N, Anand R: Short-duration podcasts as a supplementary learning tool: perceptions of medical students and impact on assessment performance. BMC Med Educ 17: 167, 2017.
-
16
Cho D, Cosimini M, Espinoza J: Podcasting in medical education: a review of the literature. Korean J Med Educ 29: 229, 2017.
-
17
Glaser BG, Strauss AL: The Discovery of Grounded Theory, Aldine Publishing Co., Chicago, 1967.
-
18
Harden RM: What is a spiral curriculum? Med Teach 21: 141, 1999.
-
19
Wilkerson L, Stevens CM, Krasne S: No content without context: integrating basic, clinical, and social sciences in a pre-clerkship curriculum. Med Teach 31: 812, 2009.
-
20
Bandiera G, Boucher A, Neville A, et al.: Integration and timing of basic and clinical sciences education. Med Teach 35: 381, 2013.
Effectiveness of Quiz-Enhanced Videocasts for the Review of Foundational Sciences in the Podiatry Curriculum
Search for other papers by Martin Schmidt in
Current site
Google Scholar
PubMed
Search for other papers by Wayne A. Wilson in
Current site
Google Scholar
PubMed
Background: Integrated medical curricula commonly require the review of foundational science concepts in the context of clinical applications. A detailed analysis of the Des Moines University second-year medical curricula revealed that such reviews, conducted as hours-long basic science lectures in second-year clinical systems courses, often create undesirable redundancy and can load the curriculum with excessively detailed content. We hypothesized that short, quiz-enhanced videocasts (QEVs) would allow a more focused and efficient review of foundational sciences than traditional lectures.
Methods: Five biochemistry lectures in the second year Des Moines University Doctor of Podiatric Medicine curriculum were reviewed for relevance and redundancy, shortened to 8- to 12-min QEVs and offered to students as an alternative to the respective hours-long lecture.
Results: Download data show that students chose content delivery by QEV as frequently as delivery of lectures, with QEV use peaking in the days immediately preceding the exam. Survey comments show that students appreciate the efficiency and flexibility of content delivery by QEV, particularly for focused exam preparation.
Conclusions: We conclude that the review of foundational concepts by means of short, interactive videocasts can reduce redundant and excessively detailed content from integrated curricula. Although the faculty effort for context review, content selection, and videocast production is higher than for the design of a traditional lecture, the end product offers students a much-appreciated opportunity for efficient, focused, and individualized learning.
advertising
