Presented By: Thomas McNamara, 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
Caitlin Neri, Boston University Chobanian & Avedisian School of Medicine
Gwynneth Offner, Boston University Chobanian & Avedisian School of Medicine
Roey Ringel, 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
Our medical school's preclinical curriculum redesign places a strong emphasis on faculty-created self-learning guides (SLGs) as an alternative content delivery mechanism to traditional lectures. Comprising self-paced videos and accompanying text and images, SLGs aim to prepare students for active classroom engagement involving case and team based learning application and discussion. Through the evolution of the curriculum, the understanding of extrinsic cognitive load theory becomes pivotal, compelling instructors to carefully consider the presentation and preparation of multimedia educational materials. The aim of this study was to understand students' engagement and preferences for content that accompanies SLG videos. 

Methods 
In 2023, a 40-question likert survey was sent to all M2 class students and faculty who had created SLGs at one medical school via Qualtrics. The survey included questions in the following areas: Student and faculty preferences around SLG format and how they engage with the SLG content. Additionally, a subset of students (n=11) participated in a qualitative focus group, with data analyzed using grounded theory.  

Results 
Faculty members (n=18/58) and students (n=72/158) completed the survey. Data from the survey and focus groups revealed a notable disjunction: While 76% of students prefer text, images, and diagrams that summarize the main points of videos instead of content that goes into more detail or adds new information, only 50% of faculty utilize this practice. Students rely on succinct post-video summaries that utilize bulleting and bolding of key terms for self-assessment and for revisiting material in second-pass study.  

Conclusions 
As faculty create SLGs for students, the use of text, video, and images should be considered carefully and purposefully to minimize extrinsic load and maximize efficiency toward meeting intended learning outcomes. Faculty development that emphasizes cognitive load theory principles pertinent to content creation would greatly enhance the learning experience.