(774.11) Core Concepts as a Framework to Assess the Progression of Student Learning in a Ume Curriculum

Poster Board Number: E635

David Averill (Geisinger Commonwealth School of Medicine), Gabi Waite (Geisinger Commonwealth School of Medicine), Prerna Sharma (Geisinger Commonwealth School of Medicine), Sireesha Mamillapalli (Geisinger Commonwealth School of Medicine), Christian Carbe (Geisinger Commonwealth School of Medicine)

Purpose: Conceptual frameworks have demonstrated better learning outcomes in undergraduate medical education (UME). We propose developing a conceptual framework based upon core concepts (CCs) in biomedical sciences to link the progression of student learning to program objectives of a recently revised UME curriculum.

Methods: Our project involves three steps. Step 1 identifies clinically relevant CCs pertinent to learning objectives of basic science disciplines. Step 2 tags multiple choice questions (MCQs) allowing us to follow students’ progression of conceptual learning across formative and summative assessments and to identify conceptual learning gaps for continuous program improvement. Step 3 will develop enterprise-grade dashboards to monitor the learner’s conceptual understanding across UME.

Results: For Step 1, we identified 7-10 clinically relevant CCs in the disciplines of physiology, biochemistry, and genetics. We adapted CCs published by discipline-specific organizations and by Aquifer, Inc. to our clinical presentation-based curriculum. The selection process and outcomes will be presented at the meeting. For step 2, we established concept categories in Examsoft™ where our MCQs are housed and are already tagged by discipline and clinical presentation. We will present results of ANOVA-based analysis of student performance data. For Step 3, we will incorporate CCs with One45 Analytics-based dashboards which draw upon data from Examsoft™ and our Learning Management System. This is a collaboration with our Department of Assessment and Evaluation. A beta version of the dashboard will be presented at the meeting.

Conclusions: This study presents student performance data on concept tagged MCQs. These data will track student learning as well as the efficacy of conceptual clinical presentation frameworks implemented in our revised curriculum. Together with high-quality systemic dashboards, we can monitor conceptual learning and basic science application in our UME curriculum.

Department of Medical Education, Geisinger Commonwealth School of Medicine