Building a Medical Education Outcomes Center: Development Study

Rosenberg, Mark E.; Gauer, Jacqueline L; Smith, Barbara J.; Calhoun, Austin Stair; Olson, Andrew; Melcher, Emily

doi:10.2196/14651

Cited by 9 publications

(7 citation statements)

References 18 publications

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“…Medical Education Outcomes Center (MEOC) database. 6 Study exemption was obtained from the University of Minnesota Institutional Review Board Study #00012492.…”

Section: Methods Overviewmentioning

confidence: 99%

Academic and Wellness Outcomes Associated with use of Anki Spaced Repetition Software in Medical School

Wothe,

Wanberg,

Hohle

et al. 2023

Journal of Medical Education and Curricular Development

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OBJECTIVES Medical students are increasingly using a spaced repetition software called Anki to study. There are limited studies evaluating the relationship between Anki and learner outcomes. In this study, we describe the history of Anki use in medical school and assess the potential relationships between use of Anki and medical student academic, extracurricular, and wellness outcomes. METHODS We used cross-sectional data from a 50-item online survey and retrospective academic performance data from our institution's outcomes database. Participants were medical students. The survey assessed the frequency and timing of Anki use, student perceived stress, sleep quality, burnout risk, and involvement in extracurricular activities. Academic success was measured by USMLE Step 1 and Step 2 scores. RESULTS 165 students responded survey. 92 (56%) identified as daily Anki users. Daily Anki use was correlated with increased Step 1 score ( P = .039), but not Step 2 scores. There was an association between Anki use and increased sleep quality ( P = .01), but no difference for other measurements of wellness or extracurricular involvement. CONCLUSION The study demonstrates potential benefits of daily use of Anki but also confirms that a variety of study methods can be used to achieve similar medical school outcomes.

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“…Medical Education Outcomes Center (MEOC) database. 6 Study exemption was obtained from the University of Minnesota Institutional Review Board Study #00012492.…”

Section: Methods Overviewmentioning

confidence: 99%

Academic and Wellness Outcomes Associated with use of Anki Spaced Repetition Software in Medical School

Wothe,

Wanberg,

Hohle

et al. 2023

Journal of Medical Education and Curricular Development

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“…The University of Minnesota recently developed a similar capacity, which currently includes 2 dozen data sources that are integrated into the Medical Education Outcomes Center and that connect alumni practice data to education data. 12 These pilot efforts could be instructive for governmental funders in terms of the methods and types of data needed for GME outcomes assessment.…”

Section: The Terms Of the Social Contractmentioning

confidence: 99%

Measuring Graduate Medical Education Outcomes to Honor the Social Contract

et al. 2022

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The graduate medical education (GME) system is heavily subsidized by the public in return for producing physicians who meet society’s needs. Under the terms of this implicit social contract, decisions about how this funding is allocated are deferred to the individual training sites. Institutions receiving public funding face potential conflicts of interest, which have at times prioritized institutional purposes and needs over societal needs, highlighting that there is little public accountability for how such funding is used. The cost and institutional burden of assessing many fundamental GME outcomes, such as specialty, geographic physician distribution, training-imprinted cost behaviors, and populations served, could be mitigated as data sources and methods for assessing GME outcomes and guiding training improvement already exist. This new capacity to assess system-level outcomes could help institutions and policymakers strategically address the greatest public needs. Measurement of educational outcomes can also be used to guide training improvement at every level of the educational system (i.e., the individual trainee, individual teaching institution, and collective GME system levels). There are good examples of institutions, states, and training consortia that are already assessing and using GME outcomes in these ways. The ultimate outcome could be a GME system that better meets the needs of society and better honors what is now only an implicit social contract.

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“…The decades of research using the AMA Masterfile to track the physician workforce underscore the importance of this resource to advancing scholarship. One innovative effort to link educational curricula and learner outcomes to clinical outcomes led the University of Minnesota Medical School to create a Medical Education Outcomes Center (MEOC) (Rosenberg et al, 2019). The MEOC was linked to the Masterfile data of UMMS graduates and the NPI registry to connect alumni practice data to education data.…”

Section: Ama Physician Masterfilementioning

confidence: 99%