Presented By: Cameron Hill, 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
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
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 curriculum redesign focuses on team-based learning, a model increasingly prevalent in medical schools. In preparation for active learning, faculty create self-learning guides (SLGs) which consist of self-paced videos, text and images that students complete independently to prepare for in-class application and discussion. Clear and specific learning objectives (LOs) in all material, including preparatory, are essential for maximizing student preparedness for in-class application and assessments. The goal of this study was to compare faculty and student perceptions of the clarity and specificity of SLG LOs and the alignment between student and faculty perceptions. 

Methods 
In July 2023, first-year medical students and faculty teaching in the first year curriculum were invited to complete an online Likert-scale survey, which asked participants their perspectives regarding whether SLG LOs are answerable. Focus groups were conducted with a subset of students and faculty. Data was analyzed using t-tests, descriptive statistics and thematic analysis for the qualitative data. 

Results 
Students (n=72/158) and faculty (n=18/58) completed the survey. Students expressed lower ratings of the SLG LOs (mean, SD: 3.27, 0.92) compared to faculty (4.39, 0.49) (p<0.0001). Student focus group data (n=11) suggested that LOs are not consistently answerable. Students seek answerable LOs that direct students on what material to study and aid in long-term studying and board exam preparation. However, faculty focus group data (n=3) suggested that LOs are generally answerable. 

Conclusion 
Learning objectives are essential to aid students in learning and guide them on how to prepare for activities and assessments. There is a disconnect between what faculty and students perceive as answerable LOs. Faculty should consider having students provide input and feedback when developing LOs. It is important to develop answerable LOs to aid in student understanding of the material.