Accepted Type
Oral
Code
OC3-2-3
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Innovation
Will the presenter be a:
Jr. Faculty (less than 5 years in practice)
Affiliation
Considered for Poster
yes
Title
IP&C 2.0: An online, interactive curriculum to engage and teach medical students in Infection Prevention & Control practices
Length of Presentation
Background/Purpose
Occupied with learning biomedical content, medical students may not be as motivated to learn about Infection Prevention & Control (IP&C). To better motivate and engage learners, we developed IP&C 2.0. This online curriculum is grounded in the self-determination theory, which posits that motivation requires the needs of competence, autonomy, and relatedness met. In IP&C 2.0, competence is achieved through educational puzzles, autonomy through choice in task completion order, and relatedness through peer collaboration.
Summary of the Innovation
A multidisciplinary healthcare panel (student, resident, physician, nurse, IP&C practitioner) identified a list of IP&C knowledge (e.g. isolation precautions) and skills (e.g. hand hygiene) thought to be essential for medical students. This list was further refined to align with the Medical College of Canada's learning objectives. Teams of maximum 5 students worked through 4 learning stations of puzzles and activities on Google Forms, via Zoom breakout rooms. They tackled stations in any order. Afterwards, teams regrouped in the Zoom lobby, competing in a Kahoot quiz to immediately apply and retrieve learned knowledge. Students' evaluation (n=65-66) of self-efficacy for session objectives significantly increased (p<0.001, one-tail repeated-measures t-test) pre- vs. post-session from 3.28/5.00 to 4.21/5.00, with large effect size (Cohen's d=1.10). Average satisfaction scores (n=67) were 3.72/5.00 and 5.00/5.00 for mean and mode, respectively.
Conclusion
The IP&C 2.0 online curriculum incorporates active learning and collaboration through interactive puzzles and activities. Educators can consider incorporating online puzzles to engage and teach content relevant to clinical practice, as this gamified approach improved self-efficacy and was rated overall satisfactory by medical students.
Keyword 1
infection prevention and control
Keyword 2
online teaching
Keyword 3
gamification
Level of Training
Undergraduate
Abstract Themes
Teaching and learning
Teaching and Learning
- Collaborative/Peer to Peer
- E-Learning/Technology
Additional Theme (First choice)
Undergraduate
Additional Theme (Second Choice)
Additional Theme (Third Choice)
Authors
Presenter
Anthony Seto
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
