PURPOSE:
The push towards more integrated active learning in the pre-clinical years
requires faculty to engage in the classroom more than ever before. Peer
Instruction (PI) is an active learning modality used to promote student
engagement in medical education. The use of PI has been widely established,
but as more medical schools adopt this format of content delivery, the need
for faculty development centered on PI-focused curriculum development is
crucial. Every aspect of PI needs an attention to detail that is unique to
the PI format, from the prep work to the in-class questions, to the teaching
slides, not to mention the actual facilitation of the sessions.
METHODS:
Peer Instruction (PI) has been the main form of instruction at Boonshoft
School of Medicine since 2017, and through these years, there have been
quality control improvements made each year to improve the experience for the
students. At Central Michigan University, this is the second year of
implementation of PI, and much training has been conducted to ensure that the
roll out of the format was successful. End of module evaluation data,
combined with student performance on individual PI questions and formative
multiple-choice exams determined areas of improvement for the modality.
RESULTS:
The process of designing an effective PI session, including writing an
appropriate Concept Test, help inform the pre-work required for the sessions.
Additionally, pearls to adapt existing curricular materials to meet current
curricular demands, encourage student engagement, and identify common
pitfalls in the design and delivery of PI sessions are presented.
CONCLUSION:
This presentation will share experiences, best practices, and lessons
learned that will help faculty adapt their existing content to a PI-based
format. Within the current classroom climate of disengaged students and low
attendance, PI offers a meaningful way to engage students while being present
in the classroom.