Number
449
Name
Scaling Active Learning in Large Pre-Clinical Cohorts: A Standardized Patient Model That Expands Microbiology Instruction Without Increasing Faculty Burden
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Emiri Uchiyama, FIU Herbert Wertheim College of Medicine - Simulation Center
Adriana Bautista, FIU Herbert Wertheim College of Medicine - Simulation Center
Israel Castillo Gonzalez, FIU Herbert Wertheim College of Medicine
Melissa Suarez Silverio, Medical Student
Presentation Topic(s)
Instructional Methods
Description
PURPOSE
Active learning improves retention and integration of basic and clinical
sciences, but scaling it in foundational courses is challenging due to large
cohorts, limited faculty, and resource-intensive small-group activities. To
address these barriers, we developed a scalable Standardized Patient (SP)
based session to supplement microbiology lectures for sixteen learner groups
without increasing faculty workload.
METHODS
Four infectious disease topics (Herpes Varicella-Zoster virus,
Clostridioides difficile, Group A Streptococcus, and Treponema pallidum) were
transformed into SP encounters emphasizing microbiology, pathophysiology, and
clinical reasoning. Instructional materials and facilitation roles enabled
non-faculty proctors to deliver sessions effectively. Facilitator guides,
scripts, and structured debrief templates ensured consistency and reduced
reliance on content-expert faculty. Faculty facilitated the pilot sessions
and provided feedback on clarity, ease of facilitation, preparation, and
potential for non-faculty delivery. Student engagement and confidence in
microbiology and clinical reasoning were also evaluated.
RESULTS
Faculty (n=8) strongly endorsed the session, noting clear objectives (mean
4.75), reinforcement of learning outcomes (mean 4.88), and high engagement
(mean 5.0). Most reported adequate time (mean 4.38), well-organized materials
(mean 5.0), and readiness to facilitate (mean 4.75). They indicated ease of
management, effective debriefing, and potential for non-faculty facilitation
(all mean ?4.75), supporting scalability. Students (n=121) reported increased
confidence in identifying pathogens (+17%), understanding clinical relevance
(+14%), applying knowledge (+27%), integrating concepts (+25%), and
explaining microbiology (+23%) (all p<0.001).
CONCLUSION
This SP-based activity provides a scalable, resource-efficient model for
high-enrollment pre-clinical courses while preserving microbiology–clinical
integration. Successful implementation requires facilitator guides,
instructional materials, proctor training, and consideration of logistical
and financial factors. Future work will implement non-faculty-led sessions
with faculty observing, enabling expansion to additional cohorts. Extending
this model to other foundational courses may further enhance engagement,
preparedness, and integration of basic and clinical sciences.
Active learning improves retention and integration of basic and clinical
sciences, but scaling it in foundational courses is challenging due to large
cohorts, limited faculty, and resource-intensive small-group activities. To
address these barriers, we developed a scalable Standardized Patient (SP)
based session to supplement microbiology lectures for sixteen learner groups
without increasing faculty workload.
METHODS
Four infectious disease topics (Herpes Varicella-Zoster virus,
Clostridioides difficile, Group A Streptococcus, and Treponema pallidum) were
transformed into SP encounters emphasizing microbiology, pathophysiology, and
clinical reasoning. Instructional materials and facilitation roles enabled
non-faculty proctors to deliver sessions effectively. Facilitator guides,
scripts, and structured debrief templates ensured consistency and reduced
reliance on content-expert faculty. Faculty facilitated the pilot sessions
and provided feedback on clarity, ease of facilitation, preparation, and
potential for non-faculty delivery. Student engagement and confidence in
microbiology and clinical reasoning were also evaluated.
RESULTS
Faculty (n=8) strongly endorsed the session, noting clear objectives (mean
4.75), reinforcement of learning outcomes (mean 4.88), and high engagement
(mean 5.0). Most reported adequate time (mean 4.38), well-organized materials
(mean 5.0), and readiness to facilitate (mean 4.75). They indicated ease of
management, effective debriefing, and potential for non-faculty facilitation
(all mean ?4.75), supporting scalability. Students (n=121) reported increased
confidence in identifying pathogens (+17%), understanding clinical relevance
(+14%), applying knowledge (+27%), integrating concepts (+25%), and
explaining microbiology (+23%) (all p<0.001).
CONCLUSION
This SP-based activity provides a scalable, resource-efficient model for
high-enrollment pre-clinical courses while preserving microbiology–clinical
integration. Successful implementation requires facilitator guides,
instructional materials, proctor training, and consideration of logistical
and financial factors. Future work will implement non-faculty-led sessions
with faculty observing, enabling expansion to additional cohorts. Extending
this model to other foundational courses may further enhance engagement,
preparedness, and integration of basic and clinical sciences.