Assessment of medical student comprehension of basic biomedical and clinical science content within a unique integrated curriculum (LB112)

Abstract

The University Of South Carolina School Of Medicine Greenville has adopted curricular strategies that emphasize vertical and horizontal integration of basic biomedical with clinical sciences and active learning approaches. This study describes a comprehensive approach to student‐, learning module‐, and program‐level outcomes assessment. Assessment proceeds from the student‐level, which involves weekly formative exams mapped to learning module‐level objectives, primary and secondary biomedical sciences and clinical disciplines. Summative exam performance maps allow students to identify their strengths and weaknesses. Learning module‐level assessment includes establishment of student performance targets, correlation of student formative to summative exam outcomes, performance mapping to learning module objectives, and post‐module assessment reporting. Program‐level assessment utilizes online systems, i.e., ExamSoft™ and Weave™, that provide real‐time data demonstrating depth and breadth of student‐and module‐level assessments relative to program objectives. External measures of student progress and performance within the curriculum include National Board of Medical Examiner testing. Reporting of student‐ and learning module‐outcomes relative to program‐level objectives as described above has proven effective in guiding biomedical and clinical science content delivery.