Background Pharmacology is a cornerstone of medical education as it underlies safe prescribing practices. However, medical students have reported unease regarding their perceived proficiency in medical pharmacology. Despite the significant impetus to improve student outcomes, there is little analysis available of the techniques used by medical students to learn, retain and apply medical pharmacology knowledge. Methods A mixed-methods, student-focused approach was conducted to design and evaluate specific resources developed to address gaps in pharmacology education. This methodology comprised an anonymised scoping survey, followed by semi-structured focus group interviews. We then developed a flashcard resource as an intervention to support long-term revision for academic and clinical success. This resource was released to a cohort of 100 graduate entry preclinical medical students who were invited at the end of year to evaluate the intervention via a subsequent anonymous survey. Results The scoping survey received 103 complete responses. Surveys and focus group interviews revealed that only 50% of students engage in ongoing revision. Amongst our cohort, we identified that the evidence-based technique of spaced-repetition was particularly well regarded. Hence, we developed and evaluated a bespoke resource utilising Anki™, an open-source, spaced-repetition flashcard program. A total of 1208 flashcards spanning 156 distinct classes of drugs with supplementary summary tables, diagrams and explanatory video and summary guides were created. Designed as a strategic revision tool to reinforce learning, evaluation showed students greatly appreciated the “comprehensive” and “well formatted” Anki™ resource that supported existing teaching modalities, with a global rating of 3.8 out of 5. Conclusions Strategic and personalised resources for medical pharmacology education that assist with in-semester revision and long-term retention are highly valued amongst students for examination preparation and preparedness for practice. Collectively, these results reflect a novel approach to identifying and addressing weaknesses in existing learning resources in a manner that is inclusive of, and acceptable to, medical students.
Background:The global pandemic has mandated the development of innovative online learning tools for clinical year medical students, who have traditionally learned through clinical clerkship models. There is limited evidence as to whether curriculum delivery through a student co-designed online learning platform would be beneficial to student satisfaction, engagement and academic progression for clinical year medical students. Methods:A mixed methods research method was used to explore the impact of a student co-designed learning pathway. Baseline thematic analysis of semi-structured interviews were firstly conducted to identify unmet e-learning needs in a cohort of 1500 medical students. Subsequent student co-creation of a novel online resource for 500 medical students undertaking their first clinical year was developed utilizing learning software (Sophya). Post implementation, anonymous evaluation surveys were distributed and in-built engagement statistics from Sophya were analysed.Results:Semi-structured interviews identified a significant unmet need for multimodal, student-centred, personalised learning methods that are accessible, relevant and centralised. Students most engaged with the online resource achieved higher grades (average 4.1% difference) compared to those least engaged. Student and faculty academics used the Sophya platform to curate 364 learning items across twelve core medicine and surgery domains through interactive modules, video tutorials, revision and self-assessment puzzles and quizzes. Within one semester, 72% of the student cohort had engaged with the platform, 946.2 hours were spent on the pathway, 11,480 learning activities completed and 1070 flashcards reviewed. Evaluation demonstrated students valued the structure and content of the resource (average rating 4.2 and 4.1 out of 5, respectively). 90.8% of respondents agreed the platform helped their learning, with video materials on clinical application most heavily utilized. Conclusion:Student co-created learning pathways, utilising interactive educational software in addition to current learning management systems, can assist faculty academics better support student learning needs and create a sustainable online platform that benefits clinical student training.
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