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Abstract Details

Can Interactive Case-Based Modules Improve Medical Student Shelf Examination Performance?
Research Methodology, 好色先生, and History
P2 - Poster Session 2 (5:30 PM-6:30 PM)
4-040
To investigate the role of interactive online modules in improving medical student performance in focused portions of the National Board of Medical Examiners (NBME) Clinical Neurology Shelf Examination.
The scope of the Clinical Neurology Shelf Examination is broad. We aimed to identify specific subtopics in which University of Minnesota medical student performance deviated most from the national mean with the intent of developing supplemental online materials to augment performance in these areas. Variation among clinical training sites and teaching staff availability can limit the scope of didactic experiences for medical students. This curriculum was designed to standardize the teaching of these subtopics among all neurology clerkship students at the University of Minnesota.

Six months of NBME Clinical Neurology Shelf Examination data was analyzed. The percentage of University of Minnesota medical students incorrectly answering questions within subtopics defined by NBME was compared to the national mean. The subtopics containing questions most often answered incorrectly by University of Minnesota students relative to national mean were “cerebrovascular disease,” "traumatic and mechanical disorders,” and “infectious disorders.” Interactive, case-based, online modules were developed to address these specific subtopics using Google Slides software. These modules are completed by clerkship students during a non-clinical week of didactics during the neurology clerkship.


The supplementary online modules were integrated into the clerkship curriculum at the beginning of the current academic year. Six months of post-module NBME shelf exam data will be compared to baseline data. The results are expected to be available early 2019.
The implementation of interactive, content-specific modules tailored to the needs of medical students at an academic medical school is feasible.
Authors/Disclosures
Leighton Mohl, MD
PRESENTER
Dr. Mohl has nothing to disclose.
Samuel J. Maiser, MD (Hennepin Healthcare) Dr. Maiser has nothing to disclose.