Oral Abstracts: E-Learning

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Please note that abstracts are listed alphabetically. To view the oral presentation schedule, click here.

Amy Gyorkos
Western Michigan University Homer Styrker M.D. School of Medicine

Purpose
The use of independent or asynchronous educational materials is common in higher education, however the evidence supporting the efficacy and best-practices of these strategies is lagging, making the quality of independent learning events (ILE) highly variable. To improve understanding of current ILE strategies, student preferences, and outcomes; ongoing evaluation is needed to guide the quality and efficiency of these materials in undergraduate medical education (UGME). This study aims to evaluate the ILE pedagogical strategies currently implemented at Western Michigan University Homer Stryker MD School of Medicine (WMed) and their correlation with student evaluations.

Methods
At WMed, UGME basic-science content is delivered via lecture (35%), active-learning (25%), independent learning (ILE) (26%), and Team-Based learning (14%) during the first 2 years. 48 (of ~200 total) individual ILE were examined from the 2020-2021 academic year. Student evaluation of materials were collected through online anonymous surveys. For each faculty member, the two highest and two lowest student-ranked ILE were identified, characterized, and statistically compared to determine pedagogical differences.

Results
ILEs examined varied widely by pedagogical strategy, organizational style, and length of objectives and materials. The following characteristics were found more frequently in higher-rated ILEs than lower-rated ILEs, respectively; formative assessment (67% vs. 29%), narrated videos (71% vs. 50%), and use of images (79% vs. 54%). Students also preferred ILEs that included materials taught by current faculty, had succinct and clear learning objectives, were easy to navigate, and those that provided additional external resources.

Conclusion
Independent learning offers students a flexible learning strategy in tandem with current traditional methods. The identification of characteristics included in highly-rated ILEs can help guide the pedagogical strategies used that positively impact student's learning and improve the quality and efficiency of ILE experiences in UGME.

Maria G. Zavala-Cerna
Universidad Autonoma de Guadalajara

Purpose
COVID-19 pandemic forced schools to change the delivery of the medical curriculum via online exclusively. Some important findings after this experience recapitulate on the possibility to continue with this form of curriculum delivery at least partially to reinforce the education delivered in a traditional form in our classrooms. Our purpose was to provide information on the use of e-learning as an additional tool for the delivery of the medical curriculum at Universidad Autonoma de Guadalajara.

Methods
We underwent a cross sectional study to report on the outcomes achieved after a 3-year experience of exposure to online delivery of 5 HMX basic courses: Immunology, Genetics, Physiology, Biochemistry and Pharmacology. The courses were designed and instructed remotely by Harvard Medical School Professors and were offered to our students as optional resources to be taken along the medical curriculum.

Results
We included results from 1496 students enrolled either in the Latino or the international program. We had 2456 course enrollments. All students gained significant knowledge when comparing pre course to post course scores, even though the gaining was different for each course. The self-rated benefit of learning and understanding, was also improved in all five courses, although not all students obtained a certificate of completion or achievement. More importantly we could identify gaps in our medical curriculum on topics that were difficulty understood by students. Importantly these topics were different for both programs.

Conclusion
All students gained knowledge when comparing pre course scores to post course scores differences with respect to courses might be related to the semester in which the student was taking the course. The information driven by the analysis of topics, highlights the possibility of having an external source for curriculum evaluation.

Michael Leger
University of Texas Medical Branch

Purpose
New graduate nursing students in distance, or fully online, education programs often face hurdles that differ from those facing students enrolled in conventional, in-person programs. In an effort to meet the growing demand for advanced practice nurses, this program aims to reduce attrition while improving rates of on-time graduation. We introduced a 4-week faculty-facilitated, asynchronous online orientation program that is designed to reduce barriers to students' successful completion of online programs. This abstract describes the project and its outcomes.

Methods
The program has been in place since 2016 and is now with its 5th cohort. The 4-module program, provided at no cost to students, introduces students to a simulated online classroom environment. Activities and assignments offer the students hands-on, no-risk activities with the tools and resources they need to help them respond to four identified contributors to student attrition from online learning programs: technology knowledge deficit, student awareness of resources, preparedness for online learning, and socialization. Module topics and subject matter experts offer students a realistic preview of how to interact in an online course and the entry-level skills needed to be successful in an online program.

Results
Students from the first cohort who participated in the program perceive they are better prepared (>75%) for the demands of an online learning program. Students who successfully completed the program demonstrated a 3% higher on-time graduation rate and a 4% lower rate of program withdrawals.

Conclusion
Incoming students positively perceived the program helping to increase their level of competency with the skill set expected of them in the online learning environment. Both students and faculty have realized improvements in student performance and preparedness in their online courses compared to students who do not participate in the orientation program.

Snehal Mehta
Ross University School of Medicine, Barbados

Purpose
The tele-AHCE (Tele-Ambulatory Health Care Experience) was introduced from May 2021 onwards in Clinical Skills courses in response to pandemic-related restrictions. The tele-AHCE program has enabled students to engage in real patient interviews, virtual proxy-guided physical examinations, critical thinking and analysis, clinical reasoning discussions, case presentations, and receiving formative feedback. This study explores student evaluation of this innovative telehealth educational program.

Methods
We conducted a mixed-method evaluation that involved quantitative and qualitative data analysis to evaluate the tele-AHCE program in six domains - learning objectives and outcomes; learning environment and educational strategies; students' preparedness and engagement; educational content and value; patients' perspectives; and strengths and areas for improvement. We collected data from feedback surveys and pre- and post-tele-ACHE quizzes completed by students enrolled in Spring 2022 and Summer 2022 semesters. Feedback survey instruments included Likert scale items as well as free text responses that addressed each of the six domains.

Results
In total, 356 students participated in the tele-AHCE program, submitted feedback surveys, and completed pre- and post-AHCE quizzes. 93.53% students were able to practice communication skills and 85.26% students appreciated experience of proxy-guided physical examination in telehealth environment. 93.64% students were able to adequately engage with preceptor, specialist nurse and patient. Students frequently used words such as "patient, learning, experience, real, dialysis, appreciated, nurse, feedback - to describe strengths and - more, internet, smaller, connection, hear, quality" to describe areas for improvement of the tele-AHCE program.

Conclusion
With planning, utilization of instructional design theory and effective collaboration, it is possible to develop and implement a sustainable telehealth educational program in pre-clinical sciences curriculum. Familiarizing students with telehealth experience is important as the use of telehealth is expanding and serves as an indispensable tool to improve access to healthcare.