Browsing by Subject "Preclinical Education"

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    Drug-Induced Liver Injury Module for Medical Students
    (Association of American Medical Colleges, 2020-07-15) Dilly, Christen K.; Craven, Hannah J.; Molleston, Jean P.; Medicine, School of Medicine
    Introduction No published curricula exist to introduce medical students to drug-induced liver injury (DILI). However, DILI is the most common cause of acute liver failure in the US, and drug-drug interactions are tested on the USMLE Step 1. Methods We developed an independent study module to introduce students to DILI. This module consisted of a narrated PowerPoint introduction, a journal article, and four example cases. Students completed the module independently. To evaluate the effectiveness of the activity, exam data and responses to the cases were reviewed, and end-of-course survey data were used. These responses were used to modify questions for clarity and to develop a feedback rubric. Results Mean scores on case-related questions in the module ranged from 44% to 73%. However, mean scores on test questions related to DILI ranged from 61% to 98%. It is possible that students learned from receiving feedback in the form of correct answers to the cases. On course evaluations, 52.4% of students agreed or strongly agreed that the online modules as a group (which included the DILI module) were an effective teaching method. Discussion This module introduces students to DILI and enables them to interact with valuable resources. We hope that modifications will improve the learning experience and effectiveness of the module. Going forward, we plan to collect validity evidence for the feedback rubric and develop an advanced version of the module for gastroenterology fellows.
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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.