Utilizing Medical Student Feedback to Improve Teaching Cases in Pre-clerkship Curricula.

Lia Pierson Bruner, Leah Topper, Amy Baldwin, Ellen M House, M Tresa Chappell, Janette R Hill

Abstract read

In one paragraph

Article in Medical science educator, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Lia Pierson BrunerDepartment of Family and Community Medicine, Augusta University/University of Georgia Medical Partnership, UGA Health Sciences Campus, Russell Hall, Room 235K, 1425 Prince Ave., Athens, GA 30602 USA.ORCID 0000-0001-9069-0380

Leah TopperDepartment of Family Medicine and Community Health, Duke University School of Medicine, Durham, NC USA.ORCID 0000-0002-6917-7731

Amy BaldwinDepartment of Biochemistry and Molecular Biology, Augusta University/University of Georgia Medical Partnership, Athens, GA USA.ORCID 0000-0003-4209-7229

Ellen M HouseDepartment of Psychiatry and Health Behavior, Augusta University/University of Georgia Medical Partnership, Athens, GA USA.ORCID 0009-0004-8611-0389

M Tresa ChappellDepartment of Pediatrics, Augusta University/University of Georgia Medical Partnership, Athens, GA USA.ORCID 0009-0002-1843-0239

Janette R HillLearning, Design, & Technology, University of Georgia, Athens, GA USA.ORCID 0000-0002-9724-2895

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Feedback is an essential part of continuous quality improvement of cases used in medical curricula. This report describes results of qualitative analysis of feedback to elucidate what worked well and what needed improvement from the lens of our pre-clerkship medical students. Complexity, realism, and use of media were themes identified as strengths. Increasing the complexity, realism, and media as well as clarifying test results were themes for suggested improvements. While some feedback themes were similar across pre-clerkship years, others differed between first- and second-year students, likely representing the evolution of our learners.

Indexed as

Active learningCurriculum developmentEducational scholarshipPre-clinical medical educationStudent-directed learning

Identifiers

PMID39758473

DOI10.1007/s40670-024-02128-3

PMCPMC11699177

What OpenQuestion holds

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LicenceCC BY

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.