Presented By: Caroline Hall, Western Michigan University Homer Stryker M.D. School of Medicine
Co-Authors: Erik Larson, Western Michigan University Homer Stryker M.D. School of Medicine
Purpose
LCME standard 6.1 instructs medical schools to ensure that learning objectives for each required learning experience are made known to all students. In this study, we assess the value in exceeding this standard by visually aligning learning objectives with lecture slides to establish a closer association with course material. This builds upon similar satisfaction-focused research, but here we quantify the impact on summative exam performance.
Methods
In a single course (medical genetics), we either modified or did not modify individual lectures by tagging each lecture slide to a specific objective. Additionally, a summary slide linking slide numbers to learning objectives was included at the conclusion of each modified lecture. In a prospective cohort study, pre-initiative exam scores for the graduating classes of 2025 and 2026 were gathered, followed by post-initiative data for the class of 2027. Test items common to the class of 2027 and either or both classes of 2025 and 2026 were analyzed. Two 2-sample t-tests compared difficulty between treatment and control groups, examining all items and those with a difficulty index exceeding 0.2. An optional, anonymous survey gauged student perception through five Likert scale questions and a free-response section.
Results
We did not observe a statistical difference in scores on test items between groups, arguing that lecture slide tagging with objectives does not impact learning. Even so, the survey demonstrated positive responses regarding its helpfulness, clarity in test expectations, and stress reduction.
Conclusion
Exam performance is independent of learning objective placement in lecture slides, however student satisfaction with the content delivery and perceived summative exam preparation is improved by tagging individual slides with the corresponding learning objective(s).