Number
222
Name
Student perceptions of You+, a longitudinal learning community-based curriculum aimed to address key gaps in traditional medical education
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Ashley Oh, Medical College of Georgia
Tanner Marvets, Medical College of Georgia
Garrett Jones, Medical College of Georgia
Alexander Graf, Medical College of Georgia
Amy Singleton, Medical College of Georgia
Louise Thai, Medical College of Georgia
Henry Moon, Medical College of Georgia
Shilpa Brown, Medical College of Georgia
Wanda Jirau-Rosaly, Medical College of Georgia
Nicole Winston, Medical College of Georgia
Presentation Topic(s)
Curriculum
Description
PURPOSE:
The Medical College of Georgia’s YOU+ Learning Communities module is a
longitudinal pre-clerkship course designed to foster professional identity
formation through specific core domains, utilizing both small and large
group, reflective, and case-based learning. Student perceptions regarding the
course were measured through quantitative analysis of survey responses and
deductive thematic analysis between cohorts of students. Due to focused
changes made between cohorts, overall positive perceptions increased. The
curriculum expanded to include additional large-group sessions delivered
without facilitator guides. These new sessions covered shame and guilt,
business of medicine, burnout, and interdisciplinary team care. This study
utilizes student survey responses to assess and track changes in student
perceptions of the YOU+ curriculum and generate recommendations to improve
future curriculum development.
METHODS:
We conducted a retrospective cohort study using end-of-semester surveys.
Initial review of the Class of 2027 suggested the need for curriculum
refinements, which were implemented before the Class of 2028. A total of 720
end-of-semester surveys were analyzed in aggregate and by cohort.
Quantitative items were summarized with means, and free-text responses
underwent deductive thematic analysis by five reviewers using a refined
codebook.
RESULTS:
Student perceptions of YOU+ improved after curriculum revisions. For the
2027 cohort, mean ratings ranged from 3.4-4.2 (out of 5), while the mean
ratings for the 2028 cohort ranged from 4.1-4.6. The incidence of positive
themes increased from 38% for the 2027 cohort to 70% for the 2028 cohort.
Conversely, negative themes decreased from 22.7% to 15.6%. The frequency of
comments offering suggestions for improvement remained stable (28.5% vs.
26.7%).
CONCLUSION:
Student feedback-driven revisions improved perceptions of You+,
highlighting the value of iterative curriculum improvement. The addition of
large group sessions may further enhance learning. You+ may serve as a model
for other medical schools hoping to strengthen professional identity
formation through responsive, evidence-based curriculum.
The Medical College of Georgia’s YOU+ Learning Communities module is a
longitudinal pre-clerkship course designed to foster professional identity
formation through specific core domains, utilizing both small and large
group, reflective, and case-based learning. Student perceptions regarding the
course were measured through quantitative analysis of survey responses and
deductive thematic analysis between cohorts of students. Due to focused
changes made between cohorts, overall positive perceptions increased. The
curriculum expanded to include additional large-group sessions delivered
without facilitator guides. These new sessions covered shame and guilt,
business of medicine, burnout, and interdisciplinary team care. This study
utilizes student survey responses to assess and track changes in student
perceptions of the YOU+ curriculum and generate recommendations to improve
future curriculum development.
METHODS:
We conducted a retrospective cohort study using end-of-semester surveys.
Initial review of the Class of 2027 suggested the need for curriculum
refinements, which were implemented before the Class of 2028. A total of 720
end-of-semester surveys were analyzed in aggregate and by cohort.
Quantitative items were summarized with means, and free-text responses
underwent deductive thematic analysis by five reviewers using a refined
codebook.
RESULTS:
Student perceptions of YOU+ improved after curriculum revisions. For the
2027 cohort, mean ratings ranged from 3.4-4.2 (out of 5), while the mean
ratings for the 2028 cohort ranged from 4.1-4.6. The incidence of positive
themes increased from 38% for the 2027 cohort to 70% for the 2028 cohort.
Conversely, negative themes decreased from 22.7% to 15.6%. The frequency of
comments offering suggestions for improvement remained stable (28.5% vs.
26.7%).
CONCLUSION:
Student feedback-driven revisions improved perceptions of You+,
highlighting the value of iterative curriculum improvement. The addition of
large group sessions may further enhance learning. You+ may serve as a model
for other medical schools hoping to strengthen professional identity
formation through responsive, evidence-based curriculum.
Presentation Tag(s)
Student Presentation, Best Student Poster Nominee