Medical Education Scholarly Concentration works

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Browsing Medical Education Scholarly Concentration works by Author "McNulty, Margaret"

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    Integrated Case-Based Learning Sessions in Anatomy are an Effective Teaching Method for Pre-Matriculating Medical Students
    (2023-04-19) Merritt, Emily; McNulty, Margaret; Neal, Chemen; Deane, Andrew; Haywood, Antwione; Byram, Jessica
    Objective or Purpose of Innovation: To assess the effectiveness of case-based learning (CBL) sessions in promoting study techniques for integrated anatomy content. Background: Medical students are frequently introduced to medical school curricula through anatomy coursework, which often includes histology and embryology content. The LEAD Scholars pre-matriculation program introduces anatomy content and study skills to facilitate adjustments to medical school and reduce existing achievement gaps for under-represented students. Recent changes in medical education emphasize integration of content areas, resulting in greater use of activities such as CBL sessions. Little work has demonstrated the effectiveness of CBL sessions integrating anatomy, embryology, and histology on first year medical students’ ability to improve content mastery and adapt their study techniques. Innovation Design- Methods and Measures: Three CBL sessions that each included anatomy, embryology, and histology content covering the upper extremity and thorax were written and taught to LEAD Scholars (n=18). Each session involved: completion of an individual pre- and post-quiz, group completion of clinical cases involving image interpretation, matching exercises, and construction of diagrams, flow charts, or tables, and a post-session survey with Likert-style and free response questions about preparation and session effectiveness. Quiz scores were compared using Wilcoxon signed-rank tests and free responses evaluated using content analysis. Outcomes: Post-quiz scores were significantly improved for all CBLs (p < 0.01). Innovation Strengths and Limitations: Students enjoyed the real-life application and integration of the cases and commented that the sessions improved their understanding of the connections between content areas. Other comments demonstrated that students evaluated and adapted their study approach in preparation for the sessions, often using techniques included in the sessions. Limitations include the low-stakes nature of this summer program, which likely influenced students’ study outside of scheduled program time. Feasibility and Transferability: CBL sessions can be tailored to an individual medical school’s curriculum to provide opportunities to incoming first-year medical students to practice, adapt, and evaluate study techniques while delivering integrated content.
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    Integrated Case-Based Learning Sessions in Anatomy are an Effective Teaching Method for Pre-Matriculating Medical Students
    (2022-07-21) Merritt, Emily; McNulty, Margaret; Neal, Chemen; Deane, Andrew; Haywood, Antwione; Byram, Jessica
    Introduction: Medical students are often first introduced to fast-paced, high-volume curricula through anatomy coursework. The LEAD Scholars pre-matriculation program introduces incoming students to anatomy content and study skills to facilitate adjustments to medical school and reduce existing achievement gaps for under-represented students. Little work has demonstrated the effectiveness of case-based learning (CBL) sessions integrating anatomy, embryology, and histology on first year medical students’ ability to problem solve and improve content mastery. To address the lack of research, the goal of this study was to implement such CBL sessions to assess their effectiveness in promoting study techniques while integrating anatomy content Methods: Four fully integrated CBL sessions that each included anatomy, embryology, and histology content covering the upper extremity and thorax were written. For each session, LEAD Scholars (n = 25) completed an individual pre- and post-quiz and worked in groups through cases consisting of clinical scenarios and questions that required students to interpret images, complete matching exercises, and make diagrams, flow charts, or tables. Students completed a post-session survey with Likert-style and free response questions about preparation and session effectiveness. Pre- and post-quiz scores were compared using Wilcoxon signed rank tests. Free responses were analyzed using thematic analysis. Results: Analyses revealed significant improvements on post-quiz scores for all CBLs (p < 0.01). In the post-session survey, students strongly agreed the sessions effectively improved their understanding of course material and appropriately connected anatomy, embryology, and histology content. Students commented that they enjoyed the real-life application of the material and that the sessions encouraged them to keep up with the content, were helpful for making connections between the topic areas, and helped illustrate whether their study habits were effective or needed to be changed. They suggested additional cases and more pre-work to guide preparations as ways to improve the sessions. Conclusion: These results suggest that CBL sessions are a viable means for providing opportunities to practice and adapt study techniques while delivering integrated medical anatomy content to first year medical students. Session modifications will focus on expanding the sessions to provide more opportunities to practice the content and study techniques and including specific pre-work activities to guide preparation.