Purpose
LCME standard 6.1 requires medical schools to inform students of learning objectives for each required learning experience. Previously, we evaluated the impact of visually aligning learning objectives with lecture slides to strengthen their connection with course material. Despite non-significant test analysis, high student satisfaction suggested further investigation potential. This study examines student outcomes regarding self-reported awareness and use of this enhanced model, focusing on seven lectures in the Genetic and Metabolic Disorders (GMD) course, now renamed Foundations of Biomedical Sciences II (FBSII).

Methods
The same seven lectures modified in the GMD 2024 course were analyzed as part of the FBS II 2025 course. Each slide had relevant learning objectives added to its bottom corner, and a summary slide linking slide numbers to learning objectives was included at each lecture's end. In a prospective cohort study, pre-initiative exam scores for the 2025 and 2026 graduating classes were collected, followed by post-initiative data for the 2028 class. Common test items for the 2028 class and either or both classes of 2025 and 2026 were analyzed. This study differed by dividing the 2028 class into two groups based on self-reported use of learning objectives, using an optional anonymous survey with one yes/no question, four Likert-scale questions, and a free-response section, eliminating a significant confounding variable. Experimental groups included average class scores on test items linked to the seven modified lectures, while the control group included scores from four unmodified lectures. Four 2-sample t-tests compared difficulty between treatment and control groups, examining all items and those with a difficulty index above 0.2.

Results
Data collection is ongoing.

Conclusion
While test analysis of the previous study presented at the IAMSE 2024 Conference lacked statistical significance, compelling student satisfaction suggested the value of further exploration into this approach.