Abstract
BackgroundA “lectures plus clinical experiences” curriculum for surgical clerkships has significant faculty demand. A less faculty-intense blended online curriculum (BOC) could provide similar/improved academic performance compared with traditional curricula (TCs). MethodsFollowing an initial pilot study, students in the surgery clerkship at Johns Hopkins during 2013 to 2014 experienced a BOC (n = 129). Students the preceding year (2012 to 2013) experienced the TC (n = 108). Performance and satisfaction were compared between groups using clinical evaluations, National Board of Medical Examiners examination scores, and clerkship evaluations. ResultsNo significant differences in academic performance between BOC and TC students were observed on National Board of Medical Examiners examination or clinical evaluation scores. After multivariable adjustment, student year was the only significant predictor of student performance. Clerkship teaching ratings were higher for BOC students than TC students (4.25/5 vs 3.98/5, P = .03). ConclusionsBOC incorporation in the basic surgery clerkship resulted in noninferior academic outcomes and significantly improved student satisfaction.
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