Moderated by Jennifer Grier
Session Coordinator: Naomi Schmalz

Presentation 1 - Board Games in Medical Education - A Pilot Study    
Caleb Mckee    
Noorda College of Osteopathic Medicine

Purpose
Immunology is an extensive area of study which is often difficult for medical students to grasp. Our study hypothesized that the use of board game mechanics could provide an engaging and effective way for medical students to gain a functional understanding of foundational immunology concepts.

Methods
We first identified the board game mechanics that would most accurately match the core immunological concept we wanted to be taught. After many design iterations, rounds of playtesting, and IRB approval, the game was ready for its first trial. Twenty-four medical students composed of both first and second years volunteered to participate in our study lasting ninety minutes. During the study, participants took a pre-game quiz that consisted of twelve questions testing their knowledge of the foundations of immunology. Participants were taught the game and then playing the game with 1-3 other participants. Participants finished the study by taking a post-game quiz with the same twelve questions to identify if scores had improved. The post-game quiz also included a survey for further demographic and qualitative data analysis.

Results
Data analysis demonstrated an average increase of 30% between the pre-game and post-game quizzes for the cohort with a p-value of 0.000119. The post-game survey indicated that 90% of participants felt that they learned something while playing and that 87% of participants agreed that they enjoyed playing the game and would play it again.

Conclusion
The study demonstrated a statistically significant increase in comprehension of immunological concepts after playing the game. This data paired with the survey data concludes that the board game can be an effective modality in teaching medical students core concepts of immunology.

Presentation 2 - Dante’s Infernal Guide to Medical School  
Bruce Newton    
Campbell University School of Osteopathic Medicine   

Purpose
There are many sources that give advice on how to prepare for medical school. However, none of these sources approach it from a point of view using illustrations by Gustave Dor© from Dante's Inferno. This approach is a, hopefully, humorous way in which to orient matriculants during the introduction to medical school and talk to nervous students on what to expect in the gross anatomy laboratory.

Methods
The PowerPoint was created by using illustrations by Gustave Dor© with a brief statement added to each illustration about varying aspects of medical school in general and gross anatomy in particular. The presentation was made in a small group setting (8-12 matriculants) during orientation to medical school from 2005-2022. Copies of the plates were made from a prior publication by Frank Behrens: Dante's Infernal Guide to Your School (1971, Simon & Schuster, NY) Although this presentation is similar to the book referenced above; to date, the publisher has not responded to my emails or calls about permission to use the illustrations and modify the original idea by Mr. Behrens for medical schools to a large audience. Continued attempts will be made so as not to violate applicable copyright laws.

Results
Many students enjoyed the presentation. Some students confided to me they were not familiar with Dante's Inferno but were too afraid to admit it in a small group setting.

Conclusions
Overall, the presentation "broke the ice" in the small group settings. Many students seemed to relax and started to ask questions about the medical school experience and gross anatomy. Some felt the presentation made them see it was safe to ask instructors questions if they did not understand a concept.

Presentation 3 - Characteristics of Independent Learning Materials that Correlate with High Student Evaluations    
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.