Abstract Manager

Dedicated Poster

LP17 - 06

Accept

I declare I have no actual or potential conflict of interest in relation to this program.

yes

General Call (Workshop, Oral Presentation, Poster Presentation)

Poster

Education Innovation

Resident

Spiralling Family Medicine Clerkship Curriculum to Enhance Learning using Both Asynchronous and Synchronous Modalities

The COMPASS curriculum was initiated at the McMaster DeGroote School of Medicine in 2006 with the tenets: concept-oriented, multidisciplinary, problem-based, practice for transfer, simulations in clerkship, and streaming. The practice to transfer component concerns the ability to transfer previous knowledge, applying it in a different context which is central in this innovative curricular project. The Family Medicine clerkship program developed a new E-learning platform by revisiting pre-clerkship Problem-based learning cases, adding layers of complexity to foster clinical knowledge translation in clerkship during which the cases are completed asynchronously and in synchronous tutorials.

Building on the foundation of curriculum development strategies and influence of adult learning theory, a Family Medicine integrated curriculum was designed by modifying preclerkship cases to have a practice to transfer focus. Students prepare for tutorial using the new E-learning modular platform. The modules integrate preclerkship and clerkship curriculum, including knowledge-check questions to promote self-assessment. The repetition of formative assessment aims to promote learner self-assessment and preparedness for the clinical decision making focused exit examination. The "super-tutorials" were designed to enhance interaction between clerks and a maestro (content expert), and the E-learning platform to enhance student engagement using polling questions and interactive features.

The development of asynchronous learning modules and synchronous learning opportunities through maestro-led "super-tutorials" allows for students to recall previous knowledge concepts and apply them in more complex situations thereby facilitating knowledge transfer. The maestro challenges this knowledge by guiding students through novel scenarios, which further develops knowledge transfer, and prepares students for diverse clinical scenarios.

E-learning

Knowledge application

Adult learning theory

Undergraduate

Undergraduate

Yes

Yes

Yes

Yes

Yes