Learning from failure: how eliminating required attendance sparked the beginning of a&amp;nbsp;medical school transformation

Lamb, Sara; Chow, Candace J.; Lindsley, Janet E.; Stevenson, Adam; Roussel, Danielle; Shaffer, Kerri; Samuelson, Wayne M.

doi:10.1007/s40037-020-00615-y

Cited by 11 publications

(8 citation statements)

References 8 publications

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“…Students who do not attend in-person activities can choose to customize their learning by accessing a variety of resources without impacting performance on assessments [ 17 ]. Lamb et al found that students will attend optional “recommended” activities if they feel it benefits their learning [ 18 ], but that they resent being forced to attend activities that they do not feel benefit them. Developmentally, medical students may be considered adult learners [ 19 ].…”

Section: Discussionmentioning

confidence: 99%

A Mixed Methods Exploration of Factors That Influence Student Participation in Optional Formative Review Quizzes

Jones

Korula

2021

Med.Sci.Educ.

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Introduction Weekly formative Review Quizzes are an integral feature of the Georgetown University School of Medicine assessment program. The Quizzes offer students an opportunity to test themselves in a low-stakes setting and then discuss their answers with peers in small groups; faculty are also present to help the groups with difficult problems. Methods We conducted amixed methods study in which we monitored quiz attendance over the course ofthe first four curricular blocks, deployed a study specific survey, and heldfocus groups to determine the factors that influenced quiz participation andhow students perceived that the quiz contributed to their learning. Results Weobserved that Quiz attendance, while initially robust, dropped steadily overthe course of the year. Nearly all students reported that the practicequestions along with faculty explanations contributed strongly to theirlearning. Fewer students felt that discussion with their peers was valuable,but those who valued peer discussion were significantly more likely to attendthe quiz in person. The two things cited most often as barriers to quizattendance were inconvenience and lack of adequate preparation. Many studentsreported that they saved questions and did not attempt to answer them untilthey had completed study of that subject. Discussion Our resultsindicate that while there is ample evidence that early review and discussionwith peers can contribute to learning, learners do not always recognize thevalue in this practice.

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Section: Discussionmentioning

confidence: 99%

A Mixed Methods Exploration of Factors That Influence Student Participation in Optional Formative Review Quizzes

Jones

Korula

2021

Med.Sci.Educ.

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“…Research has shown that the association between attendance and academic performance is not clear and is, in fact, variable [15]. Although this has led to differing opinions regarding opting for mandatory attendance in medical schools across the country, rates of attending lectures have been steadily decreasing year to year [16].…”

Section: Attendancementioning

confidence: 99%

The Association Between Distance Learning, Stress Level, and Perceived Quality of Education in Medical Students After Transitioning to a Fully Online Platform

Altaf¹,

Kling²,

Hough³

et al. 2022

Cureus

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Background: Before COVID-19, preclinical medical students traditionally attended didactic lectures in inperson settings. Due to social distancing, students were required to switch to online meeting platforms, such as Zoom. For medical students accustomed to in-person interactions, these changes may add more stress to the already stressful medical school experience. Furthermore, it was unclear if students' stress levels were related to their preference for one learning modality over another. The purpose of this study was thus to explore associations between lecture modality (synchronous Zoom lectures versus live, in-person lectures) and stress in second-year medical students after they transitioned from a face-to-face learning experience to a fully online lecture platform.Methodology: Cross-sectional data were collected from 112 second-year medical students enrolled in a large U.S. medical school using an anonymous questionnaire delivered electronically via social media and emails. The survey contained items pertaining to students' attitudes towards different types of lecture modalities and how they relate to personal stress. Descriptive data and Spearman's rank correlation tests were conducted using IBM Corp. Released 2020. IBM SPSS Statistics for Windows, Version 27.0. Armonk, NY: IBM Corp.Results: This study examined correlations between preclinical medical school lecture delivery and personality type, stress levels, attendance, and burnout. Overall, no significance was found between mode of delivery and personality type. On the other hand, the mode of delivery significantly affected stress levels, attendance, and burnout. Moderate to strong correlations were found between the item "Zoom lectures have reduced stress compared to in-person lectures" and preference for Zoom, quality of education using Zoom compared to the in-person lectures, belief that Zoom lectures should continue as part of the curriculum delivery method, staying motivated with lectures fully online with Zoom, and liking that Zoom lectures save commute time to campus.Conclusions: Findings suggest that a fully online curriculum may play a role in reducing stress in medical students without compromising the quality of education.

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“…Since moving to an expected, not required, attendance policy in AY 2016-2017, [30] attendance at CRR large group lectures had declined. However, turnout on paper puzzles days was very high, inspiring the course directors to learn about students' thoughts about paper puzzles.…”

Section: Use Of Paper Puzzles In Classmentioning

confidence: 99%

“I really liked the chance to talk about it”: Students’ Reflections on the Process of Completing Paper Puzzles, a Novel Active Learning Activity

et al. 2022

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Introduction Research shows active learning is an effective teaching method. However, few qualitative studies explore medical student perceptions of the active learning process. The present study explored what students thought about while completing paper puzzles, an active learning tool used at the University of Utah School of Medicine, to understand what and how medical students think while engaged in active learning. Materials and MethodsTo investigate second-year medical students' attitudes toward these active learning exercises, three Zoom-based focused groups were held and recorded throughout the course. Recordings were transcribed and coded using thematic analysis. Results Students reported that peer interactions were of high value, and that while some interactions and thought processes were action-oriented, others were more metacognitive. Other benefits of the activity included promotion of learning, provision of structure, and designation of high-yield concepts. Challenges included feelings of confusion, problems with timing or difficulty of the tasks, and low utility without adequate preparation. Discussion These findings reflect student-acknowledged pros and cons of active learning described in education literature and add further insight into the thoughts and conversations students have during active learning activities. These include practicing metacognitive skills, triaging information, and learning from peers. Conclusions These data further elucidate student perceptions of active learning activities in medical education. Though focused on a specific activity, the data can help medical educators understand what students appreciate about active learning and what they think about while engaged in such activities.

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Learning from failure: how eliminating required attendance sparked the beginning of a medical school transformation

Cited by 11 publications

References 8 publications

A Mixed Methods Exploration of Factors That Influence Student Participation in Optional Formative Review Quizzes

A Mixed Methods Exploration of Factors That Influence Student Participation in Optional Formative Review Quizzes

The Association Between Distance Learning, Stress Level, and Perceived Quality of Education in Medical Students After Transitioning to a Fully Online Platform

“I really liked the chance to talk about it”: Students’ Reflections on the Process of Completing Paper Puzzles, a Novel Active Learning Activity

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