Abstract Manager

Oral

OH1-3-2

Accept

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

no

General Call (Workshop, Oral Presentation, Poster Presentation)

Oral

Education Research

Other

Faculty

yes

Spiralling pre-clerkship concepts into the clinical phase: Augmenting knowledge transfer using innovative technology-enhanced curriculum activities.

We sought to enhance knowledge transfer in the Family Medicine clerkship by developing a series of theory-driven online activities that integrate pre-clerkship problem-based learning (PBL) cases into more complex clinical scenarios. We hypothesized the new curriculum would increase students' ability to apply foundational knowledge, result in improved exit examination scores and be favourably received by students and faculty.

A series of asynchronous modules were developed, building on pre-clerkship problems and incorporating evidence-based instructional design. These were sequenced alongside synchronous PBL-style webinar-delivered tutorials. Students entering their core Family Medicine clerkship from May 2019 participated in the curriculum. A three-armed parallel, convergent mixed methods design was employed using both quantitative and qualitative methods that included review of student performance on knowledge tests and interviews with students and faculty to ascertain their perceptions.

The curriculum was well-received by students. Knowledge test scores increased from pre- to mid-rotation; the difference from mid- to end-rotation was not significant. Exit exam scores showed a trend upward compared to previous cohorts, but the difference was not significant. Students and faculty perceived the curriculum as beneficial. Tutor training is critical to effective remote content delivery and student engagement.

The curriculum gave students more opportunities for knowledge translation and could be adapted for other clerkships. High quality online learning activities have become critical as medical schools have had to pivot away from direct clinical experience. The investment in e-learning has had positive benefits, and will continue to anchor the clerkship learning experience. The curriculum gave students more opportunities for knowledge translation and could be adapted for other clerkships. High quality online learning activities have become critical as medical schools have had to pivot away from direct clinical experience. The investment in e-learning has had positive benefits, and will continue to anchor the clerkship learning experience.

E-Learning

Family Medicine

Clerkship

Undergraduate

Curriculum

Undergraduate

Assessment

Yes

Yes

Yes

Yes

Yes