Case-based Course Research Articles

Behavioral assessment of soft skill development in a highly structured pre-health biology course for undergraduates.

In this study, we assessed a highly structured, yearlong, case-based course designed for undergraduate pre-health students. We incorporated both content learning assessments and developed a novel method called Multiple Mini Exams for assessing course impact on the development of skills that professional schools often seek in pre-health students, focusing on students' abilities to collaborate with others, display bedside manners, synthesize patient case details, appropriately use scientific and medical language, and effectively attain patients' medical histories. This novel method utilized a rubric based on desired medical student skills to score videotaped behaviors and interactions of students role playing as doctors in a hypothetical patient case study scenario. Overall, our findings demonstrate that a highly structured course, incorporating weekly student performance and presentation of patient cases encompassing history taking, diagnosis, and treatment, can result in content learning, as well as improve desired skills specific for success in medical fields.

Pharmacy Students' Perceived Ability to Implement the Pharmacist's Patient Care Process before and after a Redesigned Case Study Series in the United States.

Since the incorporation of the Pharmacist's Patient Care Process (PPCP) into the American Association of Colleges of Pharmacy standards, the process has been integrated in a variety of ways across curriculums. A two-semester case-based course was redesigned as a four-semester case-based course formally integrating the PPCP. Pharmacy students completing the original, two-semester course series and those completing the first two semesters of the redesigned course were given a voluntary survey to assess their perceived ability to integrate the PPCP into practice after the completion of each course. A total of 107 pharmacy students, 61 students completing the original series and 46 students completing two semesters of the redesigned series, completed the survey. The pharmacy students completing the redesigned, four-semester course series had a significantly higher perception of their ability to integrate the PPCP into patient care compared to the students completing the original series. This included the perceived ability to ask appropriate questions, identify medication-related problems (MRPs), document MRPs, and develop a plan for addressing MRPs. A significant difference was found in the students' perceived ability to ask pertinent questions in an appropriate manner, identifying and documenting MRPs, managing and solving MRPs, and documenting patient interactions. No significant difference was identified regarding the students' perceived ability to document the interaction or ensure that treatment-related plans were implemented. The students' perception regarding the importance of asking pertinent questions, identifying MRPs, and documentation in patient care did not differ between the cohorts. The case-based course series redesigned from two to four semesters with formal integration of the PPCP resulted in an increase in the students' perceptions of their ability to integrate the PPCP into patient care.

Evaluating the Utility of a Near-Peer Situation-Based Course to Prepare Medical Students for the UK Foundation Programme: A Pilot Study.

Starting the Foundation Programme can be challenging for many medical graduates, as medical school alone may not adequately prepare them for complex tasks like managing comorbidities or emergencies. Growing evidence supports the role of transition interventions to meet this knowledge gap, however data on the utility of situation-based learning are limited. This pilot study aimed to assess the efficacy of a near-peer case-based course in improving knowledge and preparedness for foundation training in recent medical graduates. Recent Imperial College graduates who attended a "Junior Doctor on Call" course were eligible for inclusion. This transition intervention, designed and delivered by a Foundation Year 1 doctor, covered six patient cases that integrated high-yield clinical concepts and practical tips. An online questionnaire was distributed one week before and after the course to assess perceptions of knowledge, confidence, and preparedness for training. Participants were also invited to attend an online semi-structured after the course. Out of 19 attendees, 17 (89.5% response rate) completed the pre-course questionnaire, 14 (73.7% response rate) completed the post-course questionnaire, and 3 completed the interview. 68.75% (n=11) had not previously attended a preparatory course for foundation training. Results demonstrated that 85.7% of participants felt more knowledgeable than before in the key topics covered. Participants also demonstrated an increase in self-rated confidence in commencing work as a junior doctor following the course, with 92.9% of participants stating that they felt more confident. This study offers support for short-term situation-based courses in enhancing medical students' knowledge and confidence for foundation training. These findings add to the growing evidence-base encouraging implementation of short-term courses in preparing for practice. However, further research on the utility of such transition interventions is critical to inform the development of evidence-based recommendations for recent medical graduates, educators, and programme directors.

Teaching Students How to Think: A Longitudinal Qualitative Study of Preclerkship Clinical Reasoning Instruction

ABSTRACT Introduction An objective of undergraduate medical education is to teach students how to think like physicians through a process called clinical reasoning. Currently, clerkship directors often feel that students enter their clinical years with a marginal comprehension of clinical reasoning concepts; instruction in this area could be improved. Although there have been previous educational studies assessing curricular interventions to improve the instruction of clinical reasoning, it is not yet known what happens at an individual level between an instructor and a small group of students in the teaching of clinical reasoning. This research will identify how clinical reasoning is being taught in a longitudinal clinical reasoning course. Methods The Introduction to Clinical Reasoning course is a 15-month-long case-based course held in the preclinical curriculum of the USU. Individual sessions involve small-group learning with approximately seven students per group. Throughout the academic year of 2018-2019, 10 of these sessions were videotaped and transcribed. All participants provided informed consent. A thematic analysis was performed using a constant comparative approach. Transcripts were analyzed until thematic sufficiency was reached. Results Over 300 pages of text were analyzed; new themes ceased to be identified after the eighth session. Topics included obstetrics, general pediatric issues, jaundice, and chest pain; these sessions were taught either by attendings, fellows, or fourth-year medical students with attending supervision. The thematic analysis revealed themes associated with clinical reasoning processes, themes associated with knowledge organization, and a theme associated with clinical reasoning in the military. The clinical reasoning process themes included problem list construction and refinement, differential diagnosis, naming and defending a leading diagnosis, and clinical reasoning heuristics. The knowledge organization themes included illness script development and refinement and semantic competence. The final theme was military relevant care. Conclusions In individual teaching sessions, preceptors emphasized problem lists, differential diagnoses, and leading diagnoses in a course designed to strengthen diagnostic reasoning in preclerkship medical students. The use of illness scripts was more often implicitly used rather than explicitly stated, and students used these sessions to use and apply new vocabularies related to a clinical presentation. Instruction in clinical reasoning could be improved by encouraging faculty to provide further context to their thinking, by encouraging the comparing and contrasting of illness scripts, and by using a shared vocabulary for clinical reasoning. Limitations of this study include that it was done in the context of a clinical reasoning course and that it was done at a military medical school, which may limit generalizability. Future studies could determine if faculty development could improve the frequency of references to the clinical reasoning processes that could improve student readiness for clerkship.

Impact of a Neuropsychiatric Therapeutics Course and a Case-Based Course on Pharmacy Students’ Mental Health Stigma

ObjectiveMental health education can reduce the stigma held by medical and nursing students; however, findings in this regard are limited in pharmacy academia. This study investigated the impact of a neuropsychiatric therapeutics course followed by a case-based course on the mental health stigma held by pharmacy students. MethodsA survey was conducted of second-year pharmacy students (n = 202) on the first and last day of a neuropsychiatric therapeutics course and 4 months later, at the end of a case-based course. The questionnaires included the Opening Minds Stigma Scale for HealthCare Providers (OMS-HC) scale, Recovery scale, Empowerment scale, and Attribution Questionnaire (AQ-9). Omnibus Friedman tests evaluated the main effect of time, followed by Wilcoxon signed-rank post hoc tests to compare baseline and postcourse scores. ResultsFriedman test outcomes showed significant main effects of Time for OMS-HC, Recovery, Empowerment, and AQ-9 scales. Post hoc analysis indicated that compared to the baseline scores, the scores on Recovery and Empowerment scales significantly increased, OMS-HC scores decreased, but AQ-9 scores did not change after the therapeutics course. Compared to the baseline, OMS-HC and AQ-9 scores decreased, Recovery scale score increased, but the Empowerment scale score did not change after the case-based course. The scores did not decrease further after the case-based course compared to those after the therapeutics course. ConclusionThe decreases in OMS-HC and AQ-9 scores and increases in Recovery and Empowerment scores indicate reductions in mental health stigma. Stigma among students was overall reduced after the therapeutics course and this reduction was maintained after the case-based course.

Relationship Between Metacognition and Online Community of Inquiry in an Online Case-Based Course

This study explored students’ perceived metacognition (self-regulation and co-regulation) in relation to the online presence within the Community of Inquiry (CoI) framework in an online case-based instruction (CBI) course. Forty-seven online graduate students enrolled in an instructional design course participated in the study. Data were collected through CoI survey instrument and shared metacognition questionnaire online survey.The findings revealed that students perceived cognitive presence is higher and less variable among three online presences and metacognition in online CBI. The correlation between two interdependent dimensions of metacognition (self-regulation and co-regulation) was significantly high. Also, co-regulation showed stronger relationships with the three online presences (social, teaching, and cognitive) than self-regulation. Additionally, social presence demonstrated the strongest association with both self-regulation and co-regulation, followed by cognitive presence. These results suggest that students with higher perceived social presence tend to have high metacognition. However, students with higher perceived teaching presence are relatively less likely (or unlikely) to have higher metacognition as teaching presence was found to be the most variable among students, which means that teaching presence was perceived differently.

Online Case-Based Course in Veterinary Radiographic Interpretation Generates Better Short- and Long-Term Learning Outcomes than a Virtual Lecture-Based Course.

Accurate interpretation of radiographs is necessary for the correct diagnosis and treatment of patients. Research has shown that active learning methods, including case-based learning, are superior to passive learning methods, such as lectures. Short-term learning outcomes were compared between two groups by enrolling 80 fourth-semester veterinary students in either an online case-based radiology course (n = 40) or a virtual lecture-based course (n = 40). Long-term learning outcomes were compared among three groups: one group completed case-based instruction in the fourth semester, followed by lecture-based instruction in the fourth semester (n = 19); the second group completed only lecture-based instruction in the fourth semester (n = 22), and the third group completed lecture-based instruction in the fourth semester, followed by case-based instruction in the fifth semester (n = 9). Learning was assessed using a multiple-choice examination and two independently written small animal radiograph reports. In the fourth semester, students completing the case-based course had higher examination scores and radiograph report scores than students who took the lecture-based course. Students completing the lecture-based course in the fourth semester and the case-based course in the fifth semester wrote better radiograph reports than students who completed both courses in the fourth semester; both groups wrote better reports than students who did not take the case-based course. A case-based diagnostic imaging course may be better than a lecture-based course for both short- and long-term retention of knowledge; however, there is a significant loss of knowledge following an instructional gap, and spaced refreshers may boost retention.

Performance of Inaugural Student Cohorts in 1-Year Special Master's Program.

SUNY Upstate Medical University (Upstate) recently revised two 1-year special master's programs (SMPs), designed to enhance academics in preparation for medical school through rigorous graduate science coursework. Upstate SMP program success was measured by graduate performance during the first year of medical school. First-year performance measures included academic deficiencies, exam performance, and participation grades in a longitudinal case-based course on ethics and public health. Upstate SMP students with MCAT scores below the 50th percentile or who self-report classified as underrepresented in medicine outperformed controls on several metrics. Upstate SMP students consistently bested controls in the longitudinal course. Overall, Upstate SMP graduates performed commensurately with classmates.

Evaluating dental students' perspectives on the concurrent teaching of didactic and case-based courses.

To evaluate student perception of integrating biomedical and clinical sciences based on survey of dental students on the concurrent teaching of a didactic systems-based course and a case-based course. First-year to fourth-year students (DS1-DS4) students were surveyed for their experiences in concurrent teaching. Student response rate for the survey was 55% (229/420). Pearson's Chi-squared tests and Kruskal-Wallis rank sum tests were used to assess statistical significance (p<0.05). Of the students surveyed, 83% strongly agreed or agreed that concurrent teaching of the didactic and case-based courses helped them better understand the biomedical science background and the clinical ramifications (p<0.001). On average, 75% percent strongly agreed or agreed that concurrent teaching kept them engaged, motivated, think critically, apply the course content and prepare for clinical practice (p<0.001). Of the students surveyed, 69% support expanding concurrent teaching to all four years (p<0.001). Mean responses from DS1 and DS4 students differed for questions relating to understanding of biomedical sciences, critical thinking and application to clinic (p<0.01). Qualitative data showed that students enjoyed the reinforcement of concepts and application to clinical scenarios. Concurrent teaching of didactic and case-based learning courses, thus showing clinical relevance of biomedical sciences in the first year of dental curriculum, is perceived by students as an effective method of educating dental students. Such integrative learning process with horizontal and vertical integration and concurrent curriculum is even more relevant with the implementation of the integrated national board dental examination.

Evaluating a structured applied physics case-based course for radiation oncology and radiation physics residents

Background We supplemented applied physics textbook learning and clinic learning with case-based discussions. The purpose of this study was to review this applied physics course, in terms of structure and teaching evaluations. Methods We reviewed the 6 year applied physics teaching experience (2016-2021) in a multi-hospital site university affiliated accredited training program. A unique component of the course is the intentional inter-professional education, due to the inclusion of both radiation oncology and medical physics learners and faculty. This course ran weekly from September to May for a total of 29 weeks. All sessions were 1 hour long and case based except for 5 didactic sessions. Each session was taught by a pair of faculty members (one radiation oncologist and one medical physicist). The cases in the syllabus were reviewed yearly by teaching faculty and adjusted for updated clinical management and technological changes. A final examination was given to each trainee consisting of 3 clinical case scenarios, with written and oral questions on applied physics concepts learned throughout the course. In 2020 and 2021, during the pandemic, the applied physics course syllabus was shortened to 8 weekly video sessions (2 hour class per week) and given from April to May. Results The number of trainees who took the course ranged from 7-14 per year. Ninety-four percent of trainees passed the final exam. Trainees who did not pass the final exam were given a supplemental exam. Feedback was given to each trainee who did not pass the first exam. All trainees who did not pass the final exam, were successful in passing the supplemental exam. For the years 2016-2021, the mean and median teaching evaluation scores were 4.65 and 5 respectively, where 1 represents the worst teaching quality and 5 represents the best. In 2020-2021, due to the covid-19 pandemic, the teaching evaluations administered included 2 questions regarding the virtual format of the course. For these 2 questions relating to the virtual format of the course, the mean and median responses were 4.14 and 5 respectively. Discussion The structured syllabus of cases, case based questions and discussions were ranked highly by the trainees for teaching effectiveness. The success of this course is also dependent on faculty who demonstrate excellent teaching skills. Our experience indicated that the nature of this course was adaptable to a virtual format and could be useful for small programs without a structured applied physics curriculum. We supplemented applied physics textbook learning and clinic learning with case-based discussions. The purpose of this study was to review this applied physics course, in terms of structure and teaching evaluations. We reviewed the 6 year applied physics teaching experience (2016-2021) in a multi-hospital site university affiliated accredited training program. A unique component of the course is the intentional inter-professional education, due to the inclusion of both radiation oncology and medical physics learners and faculty. This course ran weekly from September to May for a total of 29 weeks. All sessions were 1 hour long and case based except for 5 didactic sessions. Each session was taught by a pair of faculty members (one radiation oncologist and one medical physicist). The cases in the syllabus were reviewed yearly by teaching faculty and adjusted for updated clinical management and technological changes. A final examination was given to each trainee consisting of 3 clinical case scenarios, with written and oral questions on applied physics concepts learned throughout the course. In 2020 and 2021, during the pandemic, the applied physics course syllabus was shortened to 8 weekly video sessions (2 hour class per week) and given from April to May. The number of trainees who took the course ranged from 7-14 per year. Ninety-four percent of trainees passed the final exam. Trainees who did not pass the final exam were given a supplemental exam. Feedback was given to each trainee who did not pass the first exam. All trainees who did not pass the final exam, were successful in passing the supplemental exam. For the years 2016-2021, the mean and median teaching evaluation scores were 4.65 and 5 respectively, where 1 represents the worst teaching quality and 5 represents the best. In 2020-2021, due to the covid-19 pandemic, the teaching evaluations administered included 2 questions regarding the virtual format of the course. For these 2 questions relating to the virtual format of the course, the mean and median responses were 4.14 and 5 respectively. The structured syllabus of cases, case based questions and discussions were ranked highly by the trainees for teaching effectiveness. The success of this course is also dependent on faculty who demonstrate excellent teaching skills. Our experience indicated that the nature of this course was adaptable to a virtual format and could be useful for small programs without a structured applied physics curriculum.

Traditional Lecture versus Case-Based Learning in a Therapeutic Drug Monitoring Course within an Integrated Pharmacy Curriculum.

Background: Case-based learning has been shown to increase student perception and performance in multiple topics in pharmacy education. However, no studies have evaluated the impact of virtual patients and case-based learning on student knowledge and knowledge retention of therapeutic drug monitoring and dosing. Innovation: Due to a curriculum overhaul promoting integration and application-based learning, the traditional third-year (P3) therapeutic drug monitoring course was reduced from four (4) credit hours to two (2), in order to add time to pharmacotherapy and skills labs. In order to adapt to this change, the course was shifted to a case-based learning format utilizing virtual patients within a simulated electronic health record (EHR) where the course grade distribution shifted in favor of patient cases versus exam questions. An analysis of student knowledge and knowledge retention of antibiotic dosing and monitoring was conducted comparing students who completed the traditional course versus those who completed the case-based course. Findings: Despite the decrease in credit hours, there was no significant difference shown in the initial knowledge assessment between the traditional and case-based courses (87.0 vs 85.5%). Knowledge retention actually improved in the students who completed the case-based course (78.1% vs 82.5%). Conclusion: Utilizing case-based instruction to teach antibiotic dosing and monitoring was successful in preparing students for these skills during their experiential rotations. Even though students had half the instruction time, they were able to perform calculations and retain knowledge as well as students in the traditional curriculum.

Effect of shift to virtual teaching on active learning: A snapshot.

Active learning engages students via interaction for deeper understanding and retention. A global pandemic resulted in an abrupt mid-semester transition from in-person to virtual learning. This study examined student reporting on active learning before and after this transition. First-year DDS candidates took an anonymous survey, reflecting on three Spring (January-April) 2020 courses (lecture-style, small-group case-based, and pre-clinical). Survey questions included: (1) basic demographics, (2) reporting frequency (1-Never, 2-Rarely, 3-Sometimes, 4-Often, 5-Always) of active learning elements from a pre-set list before/after the shift to online learning, and (3) Likert-style questions regarding effects on active learning and learning environment preference. The traditional lecture course manifested two active learning activities in the category Sometimes prior to the transition to virtual; one of those activities (question and answer) experienced the most significant difference (p<0.0001) in frequency change. The small group, case-based course incorporated nine activities in-person in the category Sometimes; although small significant differences (p ≤ 0.05) in frequency were noted for five of those activities between virtual and in-person, these differences may have not have made a difference in practice. The pre-clinical course incorporated four activities in the category Sometimes pre-transition, with no significant differences detected in frequency. Students slightly leaned toward preferring in-person for the small-group and pre-clinical courses, but had no preference for the traditional lecture course. Course structure may correlate more with student experience of the frequency of active learning activities and preference for in-person versus virtual environment than the environment itself.

1555 Comparison of Face-To-Face Versus Online Delivery of a Preparatory Course for First Year Clinical Students

AimThe coronavirus pandemic has had a huge impact on medical education, with increasing reliance on online delivery of teaching. Sound awareness of investigations available to clinicians is an essential skill, the foundations of which are built from the first clinical year. Our aim is to evaluate whether online teaching has the same efficacy as face-to-face teaching in the context of clinical investigations teaching.MethodWe designed a case-based course using active learning methods (by means of audience participation tools) to prepare first year clinical students in interpreting key investigations (bedside, laboratory and imaging tests) with focus on surgical conditions. This course was delivered face-to-face in November 2019 and subsequently re-delivered via an online platform in November 2020. We utilised a pre- (PR) and post- (PS) confidence questionnaire and a 13-part mock single best answer examination.Results32 students attended the face-to-face course; 27 (84.3%) completed the PR and 21 (65.6%) completed the PS. There was a significant improvement in examination scores (56.9% to 71.7%, P < 0.01) and a significant improvement in one of the 6 confidence domains tested (interpreting abdominal radiographs, P < 0.001). 80 students attended the online course; 46 (57.5%) completed the PR and 40 (50%) completed the PS. There was a significant improvement in examination scores (58.8% to 73.2%, P < 0.001) and a significant improvement in two of the 6 confidence domains (interpreting laboratory tests and abdominal radiographs, P < 0.001 for both).ConclusionsOnline teaching is as effective as face-to-face teaching in improving knowledge and confidence in clinical investigations for first clinical year students.

Mid-fidelity manikins improve first-year pharmacy students' confidence and accuracy with performing physical assessment

IntroductionAs clinical roles for pharmacists expand, effective physical assessment training for pharmacy students is essential. The study objective was to determine whether doctor of pharmacy students taught physical assessment using mid-fidelity manikins improved in confidence and accuracy. Long-term retention of skills was also measured. MethodsFirst-year (P1) pharmacy students were enrolled in a case-based course over two semesters between August 2018 and May 2019. Manikins were incorporated into the fall semester course for students to perform physical assessment as part of the individual case workup process. Students completed surveys before and after the course to evaluate differences in their confidence and accuracy with detecting normal vs. abnormal vital signs. After 21 weeks of no manikin exposure, students were again surveyed and assessed to evaluate long-term retention of physical assessment skills. ResultsFifty-six students were included. Student confidence in assessing heart rate, blood pressure (BP), and lung sounds improved significantly between pre-exposure and post-exposure (34%, 39%, and 71% improvement, respectively), and accuracy in assessing BP and lung sounds improved significantly between pre-exposure and post-exposure (28% and 23% improvement, respectively). Confidence and accuracy were maintained throughout the study including follow-up. ConclusionsEarly introduction of mid-fidelity manikins to P1 pharmacy students in a case-based, spaced learning strategy provided a successful approach to teach physical assessment skills.

Development, Implementation, and Evaluation of an Open Access, Level-Specific, Core Content Curriculum for Emergency Medicine Residents.

Leaders in graduate medical education must provide robust clinical and didactic experiences to prepare residents for independent practice. Programs traditionally create didactic experiences individually, requiring tremendous resources with variable content exposure and quality. We sought to create and implement a free, open access, learner-centric, level-specific, emergency medicine (EM) residency curriculum. We developed Foundations of Emergency Medicine (FoEM) Foundations I and II courses using Kern's model of curriculum development. Fundamental topics were identified through content guidelines from the American Board of Emergency Medicine. We incorporated learner-centric strategies into 2 flipped classroom, case-based courses targeting postgraduate year (PGY) 1 and PGY-2 residents. The curriculum was made freely available online in 2016. Faculty and resident users were surveyed annually for feedback, which informed iterative refinement of the curriculum. Between 2016 and 2020, registration for FoEM expanded from 2 sites with 36 learners to 154 sites and 4453 learners. In 2019, 98 of 102 (96%) site leaders and 1618 of 2996 (54%) learners completed the evaluative survey. One hundred percent of responding leaders and 93% of learners were "satisfied" or "very satisfied" with FoEM content. Faculty and residents valued FoEM's usability, large volume of content, quality, adaptability, organization, resident-faculty interaction, and resident-as-teacher opportunities. Challenges to implementation included resident attendance, conference structure, technology limitations, and faculty engagement. We developed and implemented a learner-centric, level-specific, national EM curriculum that has been widely adopted in the United States.

The Self-Confidence of Dental Students in Oral Surgery

The aim of this study is to evaluate the self-confidence of undergraduate students and thus to highlight the strengths and weaknesses of oral surgery education from the students' perspectives. A survey was conducted by preparing a questionnaire to assess the the self-confidence of students in performing oral surgery. Survey questions have been imported to Google Forms®. It was then electronically delivered to the students through the Turkish Dental Association. Regarding the data, besides the frequency and percentage distributions, the relationship between the variables was analyzed using the Chi-Square test. A total of 615 students, including 386 female and 229 male students, participated in this study. Of the students, 62.4% were 5th year and 37.56% were 4th year students. According to the survey, it was observed that male students and 5th year students were in general more confident in themselves. Students had low self-confidence in differentiating between odontogenic and non-odontogenic pain and recognizing malignant lesions or lesions with high malignant potential. In the oral surgery curriculum, subjects in which the students have issues should be identified and more emphasis should be placed on them. Oral pathology as well as head and neck anatomy courses should be emphasized further, priority should be given to case-based courses, and reminder presentations should be made at certain intervals. In addition, considering that practice is important for gaining self-confidence, students must practice more under the supervision of instructors in the areas in which they feel inadequate.

P111 The Impact of a Culinary Medicine Course on the Nutrition Care Attitudes of Pre-Health Profession Students

<h3>Background</h3> Studies suggest cooking skill-based learning increases knowledge and improves nutrition attitudes and confidence more than traditional knowledge-based approaches. Current educational strategies may not adequately prepare future healthcare professionals to become empathetic and innovative problem-solvers who have the skills to provide evidence-based and practical advice about nutrition. <h3>Objective</h3> The objective of this study was to investigate how a culinary medicine course for pre-health profession college students impacts nutrition care attitudes. <h3>Study Design, Setting, Participants</h3> Twenty-five pre-health profession undergraduate students enrolled in an interprofessional, experiential culinary medicine course participated. This was a skills- and case-based course which focused on food and cooking, and evidence-based nutrition recommendations for chronic disease. <h3>Measurable Outcome/Analysis</h3> Items from the validated Nutrition in Patient Care Survey (NIPS) were administered pre-post course completion to assess nutrition care attitudes. Sociodemographic characteristics such as age, year in college, career aspirations, race, and ethnicity were collected. Data were analyzed using descriptive statistics, paired <i>t</i> tests, Wilcoxon signed rank tests, and ANOVA with <i>post hoc</i> analysis. <h3>Results</h3> Baseline attitudes scores were somewhat high compared to literature from working health professionals. No significant changes were seen in attitude scores, but differences were found based on ethnicity and career aspirations. Students identifying as Hispanic had more negative attitudes regarding nutrition counseling (<i>P</i> = 0.001) and including nutrition in routine patient care (<i>P</i> = 0.013), but had more positive attitudes towards the importance of taste in improving dietary patterns (<i>P</i> = 0.002). Aspiring doctors, dentists, and physician assistants had more negative attitudes about nutrition counseling than future dietitians (<i>P</i> = 0.008) and nurses (<i>P</i> = 0.049). <h3>Conclusion</h3> Although no significant changes were found in attitude scores, the differences based on ethnicity and career aspirations warrant further investigation. Nutrition care is incidental to many health professionals' practice. Strategies to cultivate positive attitudes regarding the role of nutrition across health disciplines should be identified to better develop competency.

Introductory Medical Spanish Elective: Creating and Evaluating a Case-Based Course Compatible with an 18-Month Pre-Clinical Medical Curriculum.

Limited English proficiency patients experience high rates of medical errors and receive lower quality of care. To better prepare the healthcare workforce, Latino Medical Student Association (LMSA) members at Oregon Health & Science University (OHSU) developed an Introductory Medical Spanish course to complement an 18-month pre-clinical curriculum. This 10-week elective course consisted of 2 h of weekly instruction, two Cafecito cultural sessions, and one clinical standardized assessment (CSA). The authors used Bloom's taxonomy as a theoretical framework to design course components. Pre- and post-course surveys captured comfort scores with performing a history and physical (H&P) and building rapport in Spanish. Change in comfort was analyzed via paired T-test in STATA. The authors performed a content analysis of CSA feedback and a thematic analysis of Cafecito reflections. Fifteen preclinical medical students in cohort 1 and sixteen in cohort 2 completed the 10-week course. Comfort scores significantly (p < 0.05) increased by 2.87 and 1 point(s) for cohorts 1 and 2, respectively. There were differences between cohorts 1 and 2, including self-reported language fluency (93% vs 47% "beginner" level) and value of the cultural sessions (73% vs 50%), respectively. Qualitative content analysis of CSA feedback and thematic analysis of Cafecito reflections revealed students successfully applied learned material to a new case and developed a newfound appreciation for Latinx public health issues. This course effectively increased students' comfort using medical Spanish which successfullytranslated into simulated patient environments. It also provided a space to discuss nuances of health and Latinx cultures with peers. Ultimately, this course's feasible, effective structure can serve as a model to complement condensed pre-clinical undergraduate medical education (UME) curricula.

Introducing an Open-Source Course Management System (Moodle) for Blended learning on infectious diseases and microbiology: A pre-post observational study

IntroductionAttendance at face-to-face courses is low in the 2nd and 3rd years of medical school in France, possibly because of a lack of interactivity. We used Moodle (an open-source course management system) to introduce blended learning on Infectious Diseases and Microbiology through interactive quizzes and sessions of online-based continuous assessment. This pre-post observational study assessed changes in students’ attendance and student as well as teacher satisfaction. MethodsDuring the 2017–2018 academic session of Infectious Diseases and Microbiology, we used Moodle to include interactive quizzes during courses and to organize five continuous assessment sessions. Pre-post comparisons (2017–2018 vs. 2016–2017) were performed for the following outcomes: attendance rate, satisfaction questionnaire and exam performance. In addition, the students’ and teachers’ perception of Moodle-based interactive quizzes and continuous assessment sessions in 2017–2018 was assessed with Likert-like scales, closed and open-ended questions. A thematic analysis of the free comments was performed through inductive coding by two coders. ResultsIn 2017–2018 vs. 2016–2017, mean (±SD) attendance rate was higher [12.5 (±7.2) % vs. 7.9 (±3.5) % of students, P<0.001] and clinical case-based courses, which encompassed 93% of Moodle-based courses in 2017–18, were more frequently considered to improve teaching and learning (81.9% vs. 73.8%, P=0.01). Students more frequently judged the teaching organization and structure to be adequate (85.5% vs. 80.2%, p=0.03) and more frequently recommended to next-year students that they attend courses (96.1% vs. 42.1%, P<0.001). ConclusionUsing Moodle for blended learning on Infectious Diseases and Microbiology improved student satisfaction and attendance at face-to-face courses.

Publisher Correction: The development of a case-based course on global engineering ethics in China

A Publisher correction to this paper has been published: https://doi.org/10.1007/s40889-020-00118-8