Dataset Information

A Case-Based Active Learning Session for Medical Genetics Resources.

ABSTRACT:

Introduction

As the clinical applications of medical genetics and genomics continue to expand, nongenetics professionals increasingly find themselves in the position of managing patients with genetic conditions. To prepare medical students to handle this future practice demand, it is imperative that they obtain skills and confidence in utilizing credible medical genetics resources to care for patients with genetic conditions. To this end, we developed active learning materials to introduce first-year medical students to these resources.

Methods

This approximately 2-hour session targeted first-year medical students (123 students) and combined flipped classroom and small-group collaborative case-based learning models. Students first completed a hands-on preclass exercise, which guided them in navigating the Online Mendelian Inheritance in Man website, and then attended an in-person small-group classroom activity, which provided the opportunity to apply information obtained from credible medical genetics resources to a patient case. At the conclusion of the classroom activity, students voluntarily completed an anonymous survey.

Results

Results of student postsession surveys showed that, regardless of previous exposure to medical genetics resources, this session increased both confidence in skills and future intention to use medical genetics resources.

Discussion

Since the majority of students were unfamiliar with using specialized medical genetics resources prior to this educational intervention, the session functioned as a practical introduction to these essential resources. We propose that equipping medical students with skills that support inquiry-oriented learning, particularly in the early stage of training, can cultivate the practice of lifelong learning in medical genetics.

SUBMITTER: Anderson H

PROVIDER: S-EPMC8015619 | biostudies-literature | 2021 Apr

REPOSITORIES: biostudies-literature

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Publications

A Case-Based Active Learning Session for Medical Genetics Resources.

Anderson Hana H Studer Amy C AC Holm Katharine N KN Suzuki Ayaka A

MedEdPORTAL : the journal of teaching and learning resources 20210401

<h4>Introduction</h4>As the clinical applications of medical genetics and genomics continue to expand, nongenetics professionals increasingly find themselves in the position of managing patients with genetic conditions. To prepare medical students to handle this future practice demand, it is imperative that they obtain skills and confidence in utilizing credible medical genetics resources to care for patients with genetic conditions. To this end, we developed active learning materials to introdu ...[more]

PMID: 33816796

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Project description:IntroductionThe session was designed as part of a yearlong elective within the Association of American Medical Colleges' Education in Pediatrics Across the Continuum (EPAC) pilot at the University of California, San Francisco. The EPAC pilot aims for longitudinal pediatric education across the medical school and pediatric residency years, with specific emphasis on competency-based advancement. The goal of the elective is to cultivate students' early interest in pediatrics.MethodsThis is an interactive case-based session for medical students on the clinical presentation and initial evaluation of adolescent depression. We developed this session based on an informal needs assessment at our local institution as well as prior research documenting the minimal time allocated to child and adolescent psychiatry in medical school curricula. The 80-minute interactive case-based format integrates knowledge and clinical experiences while requiring minimal equipment and preparation.ResultsThe session was administered at the University of California, San Francisco, in 2015 to 22 students. Fourteen participants completed evaluation questions (64% response rate). Of responders, 92%-100% thought the session was very or extremely effective at meeting the stated objectives, was interactive, had appropriate time allocated, and was very or extremely helpful at reinforcing objectives from the medical school curriculum. Thirteen participants completed postsession knowledge acquisition questions and performed better than controls (90% vs. 75%), but the difference was not statistically significant.DiscussionOther medical schools could easily administer this session as presented or adapt it to a different target audience or for different time constraints. It is an effective, interactive, well-paced, and helpful means of introducing to medical students a topic that is relevant for anyone going into pediatrics. Likewise, it helps to rectify the lack of child and adolescent psychiatry content in most medical school programs, and it aligns with the movement in undergraduate medical education towards more clinically integrated, inquiry-based curricula with attention to professional development.

Project description:ImportanceUndergraduate medical education increasingly relies on asynchronous, virtual learning; and medical educators have observed students engaging in self-directed learning outside of their institutional curriculum using widely available third-party resources. If medical educators better understand how students are learning, they may uncover novel opportunities to improve preclerkship education.ObjectiveTo explore how and why preclerkship medical students use third-party learning resources.Design, setting, and participantsThis qualitative study recruited second-year medical students from 7 public and private allopathic US medical schools and conducted 7 virtual focus groups (1 per institution) from September 2022 to January 2023, exploring how and why students use third-party resources. Data were iteratively analyzed in parallel with focus groups using constructivist grounded theory methodology. Data analysis was performed from October 2022 to February 2023.ResultsFifty-eight second-year US medical students who had used a third-party resource at least once participated; 36 (61%) identified as women; 13 (23%) identified as Asian, 6 (11%) as Black, 30 (53%) as White, 6 (11%) as multiracial, and 4 (7%) as other; 6 (10%) identified as Hispanic, Latino, or Spanish origin, and 52 (90%) identified as non-Hispanic, Latino, or Spanish origin; 48 (83%) were aged 23 to 25 years. Participants described engaging in a cyclical process of deciding whether and how to use third-party resources. Four broad themes were identified: (1) hearing about resources, (2) selecting resources, (3) using resources, and (4) tensions and possible solutions. Participants largely heard about third-party resources from peers and turned to resources out of dissatisfaction with some aspect of their medical school curriculum. Students used resources in various ways that were user-dependent and context-dependent. Participants endorsed multiple benefits over their in-house curricula, particularly efficiency, clarity, and concision. Tensions included navigating resource drawbacks and the perception of an antagonistic relationship between medical schools and third-party resources. Participants suggested that medical schools examine the resources, recommend specific ones, integrate them into the curriculum, and subsidize their cost.Conclusions and relevanceIn this qualitative study of preclerkship medical student use of third-party resources, participants perceived that the resources had numerous benefits for learning and suggested that medical schools should more formally acknowledge and integrate their use.

Dataset Information

A Case-Based Active Learning Session for Medical Genetics Resources.

Introduction

Methods

Results

Discussion

Publications

A Case-Based Active Learning Session for Medical Genetics Resources.

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