WS42 - 03: INTEGRATING ONLINE RESOURCES INTO A MEDICAL STUDENT CURRICULUM
Michael Hulme, PhD1, Jeremy Lipman2; 1Wake Forest School of Medicine, 2Cleveland Clinic
Committee on Curriculum
Online curricular materials are widely used by both faculty and students as learning resources. The expectations that these 2 sets of stakeholders have of the benefits accruing from these resources may be different.
Anecdotal reports suggest that some Clerkship Directors require students to complete online modules for various purposes: (a) to reduce the burden on faculty (or in some cases residents) in delivering didactic material; (b) to prepare for encounters in a clinical setting; (c) to ensure that students ‘encounter’ specific, required disease processes that cannot be / are not encountered in a clinical setting; and (d) to prepare for Shelf / board examinations.
Other anecdotal reports strongly suggest that although students’ use of online resources sometimes align with the purposes enumerated above, the preferred method of using those resources does not fully align with their operation. For example, some resources do not provide the flexibility in navigation students find most effective. Thus the clerkship’s requirement to complete specific modules may result in suboptimal use of students’ time and the effectiveness of their learning.
This workshop will provide participants the knowledge and skills to
- Enumerate the benefits of including online resources as curricular components
- Enumerate the limitations of online resources for learning and assessment
- Describe the differences in expectations of faculty and students in the use of online resources
- Optimally integrate online resources into the curriculum
- Recommend to resource authors modifications that will enhance the utility and effectiveness of those resources.
Limited support will be available to participants to complete projects at their home institutions.