AB1702 SECOND YEAR MEDICAL STUDENT FEEDBACK ON LIVE PATIENT ENCOUNTERS AS A SUPPLEMENT TO TEACHING THE SKIN AND RHEUMATOLOGY COURSE

Abstract

BackgroundLive, interactive patient cases have shown to be a valuable resource in medical education. Although a few studies have shown that using patients as teachers helps students develop clinical reasoning, motivates students to learn, and has important educational benefits, there is little research understanding medical student feedback during these interactive patient cases.[1,2]ObjectivesTo evaluate second year medical students’ perceptions on interactive patient encounters during the teaching of the skin and rheumatology course (BMS 6635) based on surveys collected from 2016-2022.MethodsSecond year medical students completed a survey on their experience from four to five interactive patient cases at University of Central Florida College of Medicine. The interactive cases, involving patients with diagnoses of systemic lupus erythematosus, psoriatic arthritis, dermatomyositis, scleroderma, and pyoderma gangrenosum. Second year medical students enrolled in BMS 6635 from 2016-2022 were included. Students who did not respond to the survey questions were excluded. Chi Square test was performed on survey responses. Regression analysis was performed on significantly different survey responses.ResultsA total of 700 surveys were completed after the interactive patient encounters. 90% of participants answered that they enjoyed the interactive patient cases with 92% of students agreeing that the interactive patient cases were an appropriate learning experience for their education. 76% of students agreed that the patient encounters helped them retain knowledge of the disease processes. However, only 36% agreed that the number of patients in the interactive patient cases should be increased (Table 1). From 2016 to 2022 there has been a slight decrease in enjoyment in the interactive patient cases over time (97%, 88%, 93%, 94%, 86%, 81%,p<.001, respectively per year). From 2016 to 2022, there was a slight decrease in students agreeing that the interactive patient cases were an appropriate learning experience in their education (98%, 92%, 94%, 95%, 93%, 84%,p=.001, respectively per year) (Figure 1).Table 1.Medical student survey responses of agreement to live patient cases comparing those who agree to those who disagreeStudent ResponsesValuesAgreeDisagreeTotalI enjoyed the live patient cases62890%7210%700The live patient cases were an appropriate learning experience at this stage in my education64692%548%700We should increase the number of patients in the live patient cases12336%21964%342The live patient cases helped me remember the diseases well for the exam26176%8124%342Figure 1.Agreement trend in medical student’s response to survey questions from 2016 to 2022ConclusionInteractive patient cases are a valuable resource in medical education and should be integrated in medical curricula. Overall, students enjoyed the interactive patient cases, believed they were an appropriate learning addition to their medical education even with a minimal number of cases, and aided in retention of material. However, from 2016 to 2022 a slight decrease in positive feedback regarding this approach was noted, which could be attributed to technological advancements and the increasing use of third-party resources among students. The decrease, while minimal, is an important consideration for academic institutions.