Presented By: Roey Ringel, Boston University Chobanian & Avedisian School of Medicine
Co-Authors: Molly Cohen-Osher, Boston University Chobanian & Avedisian School of Medicine
Priya Garg, Boston University Chobanian & Avedisian School of Medicine
Cameron Hill, Boston University Chobanian & Avedisian School of Medicine
Thomas McNamara, Boston University Chobanian & Avedisian School of Medicine
Cailtin Neri, Boston University Chobanian & Avedisian School of Medicine
Gwynneth Offner, Boston University Chobanian & Avedisian School of Medicine
Luke Scheuer, Boston University Chobanian & Avedisian School of Medicine
Jonathan Wisco, Boston University Chobanian & Avedisian School of Medicine

Purpose
There is a growing prevalence of flipped classroom environments in medical schools. In these settings, faculty-generated customized learning content is frequently used for student self-guided learning and pre-work. However, faculty-generated content can be variable, lacking standardization in design and alignment with student learning needs. To address this challenge, we hypothesized that developing a checklist for content creation informed by student perspectives may mitigate common pitfalls in the creation of customizable content with the goal of optimizing learning efficiency and content creation. 

Methods 
Our mixed-methods study involved the development and implementation of a survey and focus groups with second-year (M2) medical students who had interfaced with faculty-generated self-learning guides (SLGs) during their M1 year. SLGs are faculty generated guides that integrate text, video, and images to teach major topics in each academic block. Three SLGs were evaluated for organizational and content-related aspects by the participants. A grounded theory approach was used to analyze the data. 

Results 
70/158 M2's responded to the survey, while 11 M2's participated in the focus groups. Major themes were identified including, chunking written content, limiting the length of video content, and generating answerable learning objectives, among others. These themes were then distilled into a concise 10-point best-practices checklist designed for faculty use throughout the lifecycle of self-learning guide preparation. 

Conclusion 
Our proposed checklist represents a straightforward yet potent tool for faculty engaged in developing customizable content for preclinical medical school curricula. By incorporating student perspectives, this checklist aims to enhance the coherence between faculty intentions and student perceptions and learning of self-learning guides. This streamlined approach not only has the potential to fortify the learning experience for students but also may facilitate a smoother content creation process for faculty members. Embracing this checklist may foster a more effective and harmonized learning environment in medical education. "