Presented By: Kyle Bauckman, Nova Southeastern University
Co-Authors: Thura Al-Khayat, Nova Southeastern University
Stefanie Carter, Nova Southeastern University
Daniel Griffin, University of Texas at Tyler School of Medicine
Maria Ortega, Nova Southeastern University
Vijay Rajput, Nova Southeastern University

Purpose
Curiosity is a crucial aspect of clinical reasoning. Learner curiosity is inherent and adaptable based on environment. Curiosity is most well defined and analyzed by the work Mason et. al. describing and validating the five-dimensional curiosity scale.   Prior studies suggest curiosity is hindered in medical school curriculum. However, little empirical data has emerged. We aimed to utilize the five dimensions of curiosity scale to track evolution of curiosity during the pre-clerkship curriculum.

Methods
The IRB approved prospective qualitative study of baseline curiosity assessment.  One cohort was surveyed with the validated five dimensions (5DC) of curiosity scale during the first week of matriculation the last week of their M1 curricula. Surveys were confidential and data de-identified prior to analysis.   The 5DC survey uses five questions per category to get a composite score from a 1 to 7 range.  Scores were aggregated based on types of curiosity described by Mason et. al. Outcomes were aggregated to provide class composites of curiosity and pre and post outcomes were statistically compared.

Results
There was no statistical significance in five scales of dimension (n=52) for the pre- and (n=47) post survey. Aggregate cohort results showed high levels of joyous exploration and social curiosity. There was an upward but not significant trend for all curiosity domains.

Conclusions
Our findings suggest cohort curiosity was not hindered by our M1 curriculum.  The upward trend for all curiosity domains suggests that at a minimum our curriculum augmented previously existing characteristics of curiosity.  Future investigations will explore additional cohorts and longitudinal evolution of curiosity in progressive academic years.  These outcomes suggest curiosity for adult learners is not easily manipulated by educational modalities.  This emphasizes the need for inclusion of curiosity in a holistic admissions review.