Browsing by Author "Robertson, Kyle"

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    Musculoskeletal Clinical Online Cases With a Focus on Anatomy for Preclinical Learners
    (Association of American Medical Colleges, 2024-11-01) Robertson, Kyle; McNulty, Margaret A.; Natoli, Roman M.; Stout, Julianne; Ulrich, Gary; Anatomy, Cell Biology and Physiology, School of Medicine
    Introduction: While musculoskeletal disorders are leading causes of medical visits, musculoskeletal education is underrepresented in US medical curricula. Previous studies have demonstrated that undergraduate medical students often fail to demonstrate competency surrounding musculoskeletal disorders. More educational content is needed to support musculoskeletal knowledge in learners. Methods: We developed an online, case-based musculoskeletal module for second-year medical students alongside their standard course material and presented clinical cases with multiple-choice question quizzes regarding the presentation, diagnosis, and anatomic correlation of musculoskeletal conditions. Cases, under 10 minutes each, targeted common, medically important areas of musculoskeletal health. Results: Grades in the required musculoskeletal course were significantly and positively correlated with online module quiz performance. 258 (73%) of 354 students completed at least one quiz, and students completed an average of 14 out of 15 quizzes. Learners who completed more than 50% of the quizzes performed significantly better in the course than those who completed fewer quizzes; this was true for a formative internal course exam (p = .035), an NBME customized assessment (p = .008), and the course overall (p = .021). Additional analyses of students' perceptions revealed that students valued the self-directed online learning environment. The high completion rate (73%) for the online module also signaled student value in the content and format. Discussion: This module represents educational material that has been demonstrated to improve medical student musculoskeletal learning. Additionally, the module could be expanded to address inadequacies in orthopedic education among other students, such as allied health learners.
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    Student Use and Perceptions of a Human Structure Anki Flashcard Deck
    (2025-04-25) Peipert, Leah J.; Sondreal, Abigail; Flom, Brandon; Robertson, Kyle; Izah, Ike; Hoffman, Leslie; Vargo-Gogola, Tracy; Husmann, Polly
    Introduction: Anki is a free, open-source flashcard software program designed to incorporate spaced repetition that has become a popular study tool among medical students.1,2 Medical schools rarely provide students with an Anki deck correlated with their curriculum, and students instead utilize self-made or publicly available pre-made decks. Study Objectives: Our study aimed to analyze the use and perceptions of a free Anki deck provided to students by the Human Structure course administration. Methods: Medical students were granted access to a Human Structure-specific Anki deck through the course website. Surveys were distributed following completion of the Human Structure course to assess students’ use and perception of the Anki deck. Survey questions addressed frequency and duration of use, barriers to usage, and deck organization, as well as overall satisfaction. Results: Survey respondents included 108 participants, 29% of the Class of 2029. Of those who responded, 83% utilized the provided Anki deck with an average daily usage of 86 minutes. The most common reported barriers to using the Anki deck included “overwhelmed by the number of cards” (65.7%, N=71), “information overload” (40.0%, N=41), and “not enough time” (37.0%, N=40). The majority of respondents found the Anki deck to be “somewhat organized” (45.4%, N=49) or “extremely organized” (18.5%, N=20). The overall satisfaction rating on a scale of zero to 100 was 73. Conclusions: Access to course-specific Anki decks may be a useful tool for students during preclinical medical education.