Presented By: Rosemary Bassey, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell

Introduction
Since the introduction of the integrated medical curriculum, the concentration has mostly been on developing creative instructional and assessment strategies as core of curriculum design. However, the role of review sessions in the undergraduate medical curriculum has not been fully recognized. 

Method
This project will compare student perception of and satisfaction with two pedagogical approaches to active review sessions in medical education. Questionnaires will be used to assess students' perception and satisfaction with case-based faculty-driven and inquiry-based student-driven review sessions at the Zucker School of Medicine. One or two focus groups with 6-8 student participants will be used to follow-up and further explore the questions highlighted in the survey. Thereafter, the qualitative and quantitative data will be analyzed.

Results
We anticipate constructive feedback which will be used to provide recommendations for implementation of active review sessions in undergraduate medical education.

Conclusion
This is a work in progress. However, review sessions are an integral part of active learning and has been shown to be useful in consolidating critical information, recognizing learning gaps, and developing the critical thinking skills needed to tackle examinations.