Presented By: Sathyak Saini, Texas Tech University Health Sciences Center - Lubbock
Co-Authors: Daniel Webster, Texas Tech University Health Sciences Center - Lubbock

Purpose 
This project investigates the effectiveness of a high-yield fact sheet (HYFS) designed to enhance Histology learning of first-year medical students during the Anatomy, Histology, and Embryology (AHE) block at Texas Tech Health Sciences Center. Specifically, this study aims to assess the impact of the HYFS on student performance and gather quantitative and narrative feedback on its utility. 

Methods 
First, we distributed a needs-analysis survey to the previous medical school class and the responses revealed a great demand for additional resources in Histology. Second, we prepared a pre-quiz with five content-based questions that was administered before students accessed the HYFS. The HYFS itself, a comprehensive and targeted list of high-yield concepts, was developed. Finally, a post-quiz which included the same objective questions along with new subjective questions, was conducted 12 weeks later. The subjective questions asked how much time the students spent utilizing the HYFS and the primary method in which they used it to study. 

Results 
The pre-quiz mean score of 3.03/5 improved significantly to a post-quiz mean of 3.76/5 (P=0.009), and the median performance increased from 3/5 to 4/5. Student performance on AHE exams showed modest improvement from the previous year. Additionally, 76% of post-quiz respondents stated that the Histology HYFS was helpful for reviewing material during AHE. These data affirmed the positive impact of the HYFS on histology learning outcomes. 

Conclusion 
This research underscores the significance of targeted resources (like HYFS), in enhancing medical education. The feedback and improved quiz scores highlight its effectiveness as a learning resource. This study contributes valuable insights into the potential of such resources to meet the diverse needs of students, and will help to shape future pedagogical approaches in medical education.