Accepted Type
Oral
Code
OG1-1-2
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?
yes
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Research
Will the presenter be a:
Other
Presenter Other
Faculty
Affiliation
Considered for Poster
yes
Title
Teaching Medicine to a General Public: How to Assess If Your Audience Is Learning
Length of Presentation
Background/Purpose
Public medical education programs (e.g., Mini Med Schools (MMS)), frequently limit evaluations to self-reported learner satisfaction. Based on Kirkpatrick's evaluation model, other methods could be used to assess educational impact. Instruments such as retrospective pre/post surveys (RPPS) detect a shift in learners' understanding, while script concordance tests (SCTs) measure clinical reasoning. Unaware of any publications about knowledge increase, application, or retention in MMS participants, we wondered whether RPPS and SCTs be used to evaluate such programs?
Methods
A 6-week MMS for the general public consisting of weekly 2-hour lectures on basic sciences and biomedical topics was delivered by medical faculty, covering material similar to medical school lectures. RPPS and SCTs were administered to all participants at the end of each lecture with SCTs repeated 8 weeks post-MMS.
Results
59 participants (<16 to 69 years old) with diverse educational backgrounds took part in the MMS. RPPS showed an increase of at least 2 points on a 6-point Likert scale for each session. The SCTs' Cohen d effect size between participants and experts was 2.81 (98% response rate), remaining unchanged post-MMS (47% response rate). The SCT instrument Cronbach's alpha was 0.69. 98% of participants found assessments to be "fun and useful".
Conclusion
The RPPS consistently showed significant self-assessed increases in understanding of the material presented. The ability of our varied non-medical participants to apply newfound medical knowledge in SCTs was within the effect size typical for medical students. The ability to apply this knowledge 2-3 months later was maintained over time. RPPS and SCTs can be used to help guide and improve MMS curricula, thus ensuring that the intended knowledge is successfully transmitted.
Keyword 1
Medical Education
Keyword 2
Assessment
Keyword 3
Knowledge Retention
Level of Training
General
Abstract Themes
Learning Outcomes
Learning Outcomes
- Basic Medical Sciences
- Critical Thinking
- General
- Health Promotion
- Decision Making/Clinical Reasoning
Additional Theme (First choice)
Assessment
Additional Theme (Second Choice)
Additional Theme (Third Choice)
Authors
Presenter
Malgorzata Kaminska
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
