Presented By: Marissa Zhu, Wayne State University School of Medicine
Co-Authors: Matthew Brennan, Wayne State University School of Medicine
Steven Pierce, Wayne State University School of Medicine

Purpose
This project describes the application of an innovative curricular feedback loop to enhance student experiences in an asynchronous Medical Student-as-Teacher (mSAT) course. The initiative aimed to address the structural and organizational weaknesses identified in the original mSAT course.

Methods
Initially, a collaborative effort between the curriculum specialist, faculty, and administration led to the creation of modules centered on teaching, learning, and clinical reasoning. Mid-course evaluations, however, indicated students' dissatisfaction, highlighting the modules and assignments as cumbersome and irrelevant. In response, the curriculum specialist collaborated closely with faculty stakeholders and student curriculum representatives to thoroughly analyze student feedback. This collaboration informed the subsequent development of an Integrated Master Checklist (IMC), replacing the module-based structure. The IMC was crafted to offer a more streamlined and integrated learning experience for M4 students.

Results
Preliminary observations suggest that the IMC approach facilitates a more organized and focused learning experience. Students reported a clearer understanding of course requirements and appreciated the alignment of course content with their teaching sessions.

Conclusions
This ongoing project underscores the value of incorporating student feedback in developing innovative solutions to curricular challenges. The Integrated Master Checklist (IMC) addresses the perceived disconnect between asynchronous modular activities and in-person teaching sessions. The IMC aligns evidence-based teaching strategies and adult learning theory with concrete teaching applications. The curricular improvement process, and the resulting innovation (IMC), demonstrate the value of a collaborative approach, emphasizing responsiveness to learner needs as a key driver for improvement.