Name
Assessing the Impact of Asynchronous E-Learning Modules on Medical
Students' Preparedness and Knowledge
Date & Time
Sunday, June 7, 2026, 4:38 PM - 4:53 PM
Location Name
Oglethorpe H
Speakers
Authors
Jonathan Trejo, Texas Tech University Health Sciences Center El Paso
Jessica Chacon, Texas Tech University Health Sciences Center El Paso
Jennifer Grier, University of South Carolina School of Medicine Greenville
Palmer Huff, University of South Carolina School of Medicine Greenville
Presentation Topic(s)
E-Learning
Description
BACKGROUND:
Incoming medical students often encounter a steep learning curve when
transitioning into foundational immunology coursework. To address this
challenge, medical students in years 2-4 who had successfully completed the
immunology curriculum, representing a range of academic and experiential
backgrounds, developed and facilitated a series of asynchronous, peer-led
E-learning immunology modules designed to strengthen early conceptual
understanding and improve preparedness. This project evaluates learner
perceptions and examines the feasibility and perceived educational value of
peer-led instructional design.
METHODS:
Modules were created by students who had successfully completed the
immunology curriculum. These modules included many interactive components,
such as knowledge checks, flashcards, and clinical correlations of commonly
tested topics on the United States Medical Licensing Examination (USMLE) Step
1 exam. Eleven medical student participants completed a voluntary post-module
survey assessing: (1) perceived clarity of content, (2) usefulness for early
immunology learning, (3) confidence with foundational concepts, and (4)
overall satisfaction with the peer-led format. Quantitative data were
analyzed descriptively, and qualitative comments were reviewed for common
themes. This project received an IRB exemption as an educational quality
improvement study.
RESULTS:
Learners reported high satisfaction with the modules overall. The majority
rated the content as clear, well-organized, and appropriately paced for
learning. Qualitative feedback emphasized that peer-created format increased
relatability, reduced anxiety surrounding early immunology topics, and
created a bridge between pre-medical and medical school expectations. Despite
a small sample size (n=11), the data consistently demonstrated perceived
benefit and strong acceptance of the modules.
CONCLUSIONS:
Peer-led immunology modules are a feasible and well-received approach to
supporting early learner readiness. Participants reported increased clarity,
confidence, and preparedness for immunology coursework. Future directions
include expanding to pre-/post-knowledge assessments, refining module
interactivity, and collecting larger multi-cohort data to evaluate the impact
on academic performance and long-term retention.
Incoming medical students often encounter a steep learning curve when
transitioning into foundational immunology coursework. To address this
challenge, medical students in years 2-4 who had successfully completed the
immunology curriculum, representing a range of academic and experiential
backgrounds, developed and facilitated a series of asynchronous, peer-led
E-learning immunology modules designed to strengthen early conceptual
understanding and improve preparedness. This project evaluates learner
perceptions and examines the feasibility and perceived educational value of
peer-led instructional design.
METHODS:
Modules were created by students who had successfully completed the
immunology curriculum. These modules included many interactive components,
such as knowledge checks, flashcards, and clinical correlations of commonly
tested topics on the United States Medical Licensing Examination (USMLE) Step
1 exam. Eleven medical student participants completed a voluntary post-module
survey assessing: (1) perceived clarity of content, (2) usefulness for early
immunology learning, (3) confidence with foundational concepts, and (4)
overall satisfaction with the peer-led format. Quantitative data were
analyzed descriptively, and qualitative comments were reviewed for common
themes. This project received an IRB exemption as an educational quality
improvement study.
RESULTS:
Learners reported high satisfaction with the modules overall. The majority
rated the content as clear, well-organized, and appropriately paced for
learning. Qualitative feedback emphasized that peer-created format increased
relatability, reduced anxiety surrounding early immunology topics, and
created a bridge between pre-medical and medical school expectations. Despite
a small sample size (n=11), the data consistently demonstrated perceived
benefit and strong acceptance of the modules.
CONCLUSIONS:
Peer-led immunology modules are a feasible and well-received approach to
supporting early learner readiness. Participants reported increased clarity,
confidence, and preparedness for immunology coursework. Future directions
include expanding to pre-/post-knowledge assessments, refining module
interactivity, and collecting larger multi-cohort data to evaluate the impact
on academic performance and long-term retention.
Presentation Tag(s)
Student Presentation