PURPOSE
Patient narratives have been shown to enhance learner motivation, empathy,
and knowledge retention, yet their integration in pre-clerkship curricula
remains limited due to resource and time constraints. Guided by both the
Self-Determination Theory and Cognitive Load Theory, this project aims to
develop patient-centered video content integrating the humanistic patient
experience alongside their underlying metabolic biochemistry concepts.
METHODS
This project includes a curriculum-focused quality improvement initiative
involving development and implementation of a patient narrative video. The
video production involves an interview conducted with a patient with GSD1a
and their family. Prior to filming, pre-interview meetings were conducted to
determine which personal experiences may serve to reinforce understanding of
the underlying biochemistry, as well as to gain additional insight into
clinical aspects of rare disease management. The interview was conducted by a
third-year medical student interviewer utilizing topics prioritized by
biochemistry professor. Evaluation of perceptions surrounding the video were
conducted utilizing survey with Likert scales.
RESULTS
The patient narrative video was produced, incorporating key themes
identified during pre-interview planning. The video provides valuable insight
into the lived experience of managing GSD1a, challenges associated with rare
disease care, and connections between clinical symptoms and metabolic
pathways. The final video editing was performed under guidance of course
faculty, ensuring relevance to foundational science content. Full
quantitative results will be obtained following closure of survey, at which
time survey data will be analyzed to characterize patterns in learner
engagement, motivation, and perceived knowledge reinforcement.
CONCLUSIONS
Evaluation of survey data will provide context behind incorporation of
patient-centered materials related to complex biomedical content. Data will
be used to determine potential utility in additional rare disease topics and
inform future research examining the sustained impact of patient narratives
on learner motivation. Future directions include evaluation of the link
between learner motivation and retention of information.