A Preference for Peers over Faculty in the Pandemic Era: Development and Evaluation of a Medical Student-led Virtual Physiology Exam Review

Alexeeva, Arina; Archibald, Abigail R.; Breuer, Joseph; Greenberg, Milton L.

doi:10.1007/s40670-021-01478-6

Cited by 4 publications

(4 citation statements)

References 5 publications

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“…This change was made to minimize in-person time during the pandemic, but it also increased the amount of time students had to dedicate to other studies, such as the Physiology course. Second, the expanded use of peer-led tutorials during the pandemic improved student understanding of physiological concepts [15]. Third, the intra-pandemic class was the first class to have the USMLE Step 1 exam as pass/fail instead of a numeric score, which may have impacted how they approached class exams and board exams.…”

Section: Discussionmentioning

confidence: 99%

“…The pre-clerkship Medical Physiology and Pathophysiology course was transformed into a new pandemic-appropriate structure over the summer of 2020 due to extensive institutional support and considerable input from rising second year medical students (MS2) [6]. Plans for the new course included remote components including synchronous didactics, expanded use of E-learning modules [13], and conversion of peer-led review sessions to online formats [14,15]. Limited in-person, small-group sessions were maintained to preserve an electrocardiogram active learning activity [16,17].…”

Section: Introductionmentioning

confidence: 99%

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Medical student exam performance and perceptions of a COVID-19 pandemic-appropriate pre-clerkship medical physiology and pathophysiology curriculum

et al. 2022

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Background Medical schools were compelled to abruptly transition pre-clerkship curricula to remote learning formats due to the emergence of the Coronavirus Disease 2019 (COVID-19) pandemic. We evaluated student perceptions of remote learning, exam performance, and utilization of third-party learning resources to assess the implementation of a newly developed pandemic-appropriate physiology curriculum. Methods This was an observational study based on a survey conducted in the Spring of 2021 at the University of California, Irvine, School of Medicine (UCISOM). This study aimed to assess first (MS1) and second year (MS2) medical students’ perceptions of satisfaction, support, academic performance, and connectedness before and during the COVID-19 pandemic. The MS1 class began medical school during the first year of the COVID-19 pandemic, whereas the MS2 class did so prior to the start of the pandemic. A survey instrument was developed and validated to identify the impact remote learning had on student self-perceptions of the Medical Physiology and Pathophysiology course. Surveys were distributed to all students and responses were collected on a voluntary basis. Exam scores on a customized National Board of Medical Examiners (NBME) physiology shelf exam were also compared to objectively identify how the remote curriculum during the pandemic impacted academic performance. Results Of 204 students enrolled, 74 responses were analyzed, with 42 MS1 (40% of MS1s) and 32 MS2 (31% of MS2s) responses. Overall, MS1s and MS2s were satisfied with the curriculum they received (95 and 97% respectively) and the school’s support of their concerns (86 and 100% respectively). Notably, only 50% of MS1s felt connected to their peers, compared to 94% of MS2s. Lecture attendance and self-perception of their academic performance were similar between both classes. Interestingly, the intra-pandemic class’s NBME exam average in 2020 (60.2% ± 8.9, n = 104) was significantly higher than the pre-pandemic class average in 2019 (56.8% ± 11.3, n = 100). Both classes primarily used course materials over third-party learning resources. An additional set of survey questions distributed only to the MS1 class found that the majority of MS1s reported minimal barriers with regards to accessibility, including internet connectivity, study-conducive environments, and balancing family commitments. Overall, pre-clerkship medical students had positive perceptions of the newly developed pandemic-appropriate physiology curriculum. Conclusions Changes to the pre-clerkship physiology curriculum during the COVID-19 pandemic were met with overall satisfaction from the students and an increase in NBME scores. More attention to student connectedness is needed to improve how remote learning can be best optimized into future curricula development.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Medical student exam performance and perceptions of a COVID-19 pandemic-appropriate pre-clerkship medical physiology and pathophysiology curriculum

et al. 2022

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“…The original single-lead device is currently integrated into the pre-clerkship curriculum in an active learning setting, where it serves as a basis for student-led review sessions and helps teach the basics of ECG interpretation [ 3 , 10 ]. University of California, Irvine physiology courses rapidly adjusted most course content to remote learning formats necessitated by the COVID-19 pandemic [ 4 , 11 , 12 ]. Based on the survey responses, nearly all the students that participated in the ECG activity felt comfortable being in person based on the activity’s compliance with school-mandated COVID-19 protocols ( Fig.…”

Section: Comparison With Previous Studiesmentioning

confidence: 99%

Educational impact of an active learning session with 6-lead mobile electrocardiography on medical students’ knowledge of cardiovascular physiology during the COVID-19 pandemic in the United States: a survey-based observational study

Greb

Altieri

Masini

et al. 2022

J Educ Eval Health Prof

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Mobile electrocardiogram (ECG) devices are valuable tools for teaching ECG interpretation. The primary purpose of this follow-up study was to determine if an ECG active learning session could be safely and effectively performed during the coronavirus disease 2019 (COVID-19) pandemic using a newly developed mobile 6-lead ECG device. Additionally, we examined the educational impact of these active learning sessions on student knowledge of cardiovascular physiology and the utility of the mobile 6-lead ECG device in a classroom setting. In this study, first-year medical students (MS1) performed four active learning activities using the new mobile 6-lead ECG device. Data were collected from 42 MS1s through a quantitative survey administered in September 2020. Overall, students felt the activity enhanced their understanding of the course material and that the activity was performed safely and in compliance with local COVID-19 guidelines. These results emphasize student preference for hands-on, small group learning activities in spite of the pandemic.

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“…These programs improved student performance, eased the medical school transition, and alleviated student anxiety. 25 , 26 In 2020, UCISOM created the Collaborative Learning Communities (CLC) with Medical Students as Teachers (MSAT) program to facilitate a community learning environment, enhance student learning, and consolidate multiple educational services into 1 structure. Since its inception, CLC has expanded services to support first, second, and third-year (MS3) medical students.…”

Section: Introductionmentioning

confidence: 99%

Collaborative Learning Communities With Medical Students as Teachers

Yang

Davis

Head

et al. 2023

Journal of Medical Education and Curricular Development

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In recent years, peer-assisted learning has emerged as a new and effective medical education modality. Near-peer tutoring utilizes a senior student serving as an instructor to a junior student. In 2019, the University of California, Irvine, School of Medicine (UCISOM) implemented a near-peer tutoring model beginning with first-year anatomy and physiology curricula. Following a successful pilot program, UCISOM launched a full-fledged near-peer tutoring program in 2020 named Collaborative Learning Communities (CLC) with Medical Students as Teachers. The rollout of CLC occurred in phases. In 2020, second-year medical students led the program for first-year students; in 2021, an additional program was led by third-year medical students for second-year students; in 2022, the program expanded to third-year medical students led by fourth-year students. Each program serves the unique learning needs of each student class, utilizing evidence-based teaching practices while allowing the opportunity for mentorship, interclass connectedness, and refinement of the tutor's teaching skills. In this paper, we describe the creation of CLC, its goals, leadership and curricular structure, and its various benefits, challenges, and limitations.

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A Preference for Peers over Faculty in the Pandemic Era: Development and Evaluation of a Medical Student-led Virtual Physiology Exam Review

Cited by 4 publications

References 5 publications

Medical student exam performance and perceptions of a COVID-19 pandemic-appropriate pre-clerkship medical physiology and pathophysiology curriculum

Medical student exam performance and perceptions of a COVID-19 pandemic-appropriate pre-clerkship medical physiology and pathophysiology curriculum

Educational impact of an active learning session with 6-lead mobile electrocardiography on medical students’ knowledge of cardiovascular physiology during the COVID-19 pandemic in the United States: a survey-based observational study

Collaborative Learning Communities With Medical Students as Teachers

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