Date of Award
Medical Doctor (MD)
Jeremy J. Moeller
ENHANCING A NEUROLOGY CLERKSHIP CURRICULUM USING JUST-IN-TIME TEACHING WITH VIDEO-BASED LEARNING
Moises Dominguez, Daniel DiCapua, Gary Leydon, Caitlin Loomis, Kevin Becker, Kamil Detyniecki, P. Christopher Gottschalk, Erin Longbrake, Arash Salardini, Sara M. Schaefer, John Encandela and Jeremy J. Moeller. Department of Neurology, Yale University School of Medicine, New Haven, CT.
There are a number challenges medical education faces, such as the exponential
increase in medical knowledge students must learn within their four years of medical
school. Now more than ever is the time to implement evidence-based methods of
teaching while utilizing advances in technology to deliver medical content to students.
Just-In-Time Teaching is an active form of learning that uses web-based technology to
create a feedback loop between the students and instructor. Students are assigned a task,
which involves answering conceptual questions prior to the in-class session. The
instructor receives the student results to adjust their lecture “just-in-time.” Based on the
student responses, the instructor can address any common misconception amongst the
students. Our goal is to enhance the student and lecturer experience, and to assess the
effectiveness, feasibility, and acceptability of this pedagogy on student learning in third
year medical students on their neurology rotation.
8 short (~5-13 minute) video-based lectures (VBLs) were created to present the
framework and “evergreen” knowledge of 8 subspecialty didactic sessions within the
neurology clerkship. 4-8 multiple-choice questions (MCQs) were created and reflect the
learning objectives faculty members identified for their subject, which students take after
watching the VBL. We iteratively implemented the VBL/MCQ sets in order to incorporate the feedback from students and faculty member into the development of the next topic. This equated to incorporating 1-2 topics each month. Quantitative surveys
from students and faculty were obtained. End-of-clerkship knowledge assessments were
compared between the intervention and pre-intervention groups.
42.4% (56/132) of students, between October 2016 and April 2017, responded to
the surveys. Most students agreed or strongly agreed that using this pedagogy enhanced
their learning and felt more responsible for learning the material. Faculty agreed that they
enjoyed using this pedagogy and that it helped prepare students for class. Most faculty
felt that seeing how students did on the multiple-choice questions helped them better
understand which areas of knowledge need further clarification. Most students watched
the whole video-based lecture; however, there was decreased audience retention with
longer videos. There was no statistically significant difference in the end-of-clerkship
knowledge assessment scores when comparing the pre-intervention groups (traditional
lecture) and intervention groups (JiTT with VBL.)
Just-In-Time Teaching combined with Video-Based Learning is an acceptable and
feasible mode of teaching that enhances student learning and experience. Future research
will focus on improving the quality of the end-of-clerkship knowledge assessment tools
and implementing a randomized component to better evaluate the potential effectiveness
of this approach.
Dominguez, Moises, "Enhancing A Neurology Clerkship Curriculum Using Just-In-Time Teaching With Video-Based Learning" (2018). Yale Medicine Thesis Digital Library. 3390.