Digital chalk-talk videos improve knowledge and satisfaction in renal physiology.
Abstract
The authors began a curriculum reform project to improve the experience in a Renal
Physiology course for first-year medical students. Taking into account both the variety
of learning preferences among students and the benefits of student autonomy, the authors
hypothesized that adding digital chalk-talk videos to lecture notes and live lectures
would improve student knowledge, course satisfaction, and engagement. The authors
measured performance on the renal physiology exam before (the traditional curriculum)
and for 2 yr after implementation of the new curriculum. During the traditional and
subsequent years, students took a Q-sort survey before and after the Renal Physiology
course. Satisfaction was assessed based on ranked statements in the Q sort, as well
as through qualitative analysis of student commentary. Compared with the traditional
curriculum, mean scores on the renal physiology final exam were higher after implementation
of the new curriculum: 65.3 vs. 74.4 ( P < 0.001) with year 1 and 65.3 vs. 79.4 (
P < 0.001) in the second year. After the new curriculum, students were more likely
to agree with the statement, "I wish other courses were taught like this one." Qualitative
analysis revealed how the video-based curriculum improved student engagement and satisfaction.
Adding digital chalk-talk videos to a traditional Renal Physiology course that included
active learning led to improved exam performance and high levels of student satisfaction.
Other preclinical courses in medical school may benefit from such an intervention.
Type
Journal articlePermalink
https://hdl.handle.net/10161/16471Published Version (Please cite this version)
10.1152/advan.00131.2017Publication Info
Roberts, John K; Chudgar, Saumil M; Engle, Deborah; McClain, Elizabeth K; Jakoi, Emma;
Berkoben, Michael; & Lehrich, Ruediger W (2018). Digital chalk-talk videos improve knowledge and satisfaction in renal physiology.
Advances in physiology education, 42(1). 10.1152/advan.00131.2017. Retrieved from https://hdl.handle.net/10161/16471.This is constructed from limited available data and may be imprecise. To cite this
article, please review & use the official citation provided by the journal.
Collections
More Info
Show full item recordScholars@Duke
Michael Scott Berkoben
Professor of Medicine
As a clinician/educator in the Division of Nephrology, my clinical activities are
mainly focused on the care of patients with end-stage renal disease. I am a Medical
Director of a dialysis unit in Henderson, NC which cares for approximately 155 patients.
I am a rounding nephrologist at a dialysis unit in Warrenton, NC where I and my partners
care for roughly 35 patients. When at Duke, my clinical activities are focused on
inpatient care of maintenance dialysis patients and general cons
Saumil Mahendra Chudgar
Professor of Medicine
Medical Education Assessment of Clinical Skills Clinical Reasoning Simulation Curriculum
Development
Deborah Lynn Engle
Associate Professor of the Practice of Medical Education
I currently serve as the Assistant Dean for Assessment and Evaluation for the MD program
and as Associate Professor of the Practice of Medical Education. My medical education
expertise includes best practices in assessment, program evaluation, curriculum design
and scholarship. My research interests focus on assessment of clinical skills, predicting
learner performance across the medical education continuum, faculty development in
medical education, and interprofessional education.
Ruediger Wilhelm Lehrich
Associate Professor of Medicine
John Keith Roberts
Associate Professor of Medicine
Alphabetical list of authors with Scholars@Duke profiles.

Articles written by Duke faculty are made available through the campus open access policy. For more information see: Duke Open Access Policy
Rights for Collection: Scholarly Articles
Works are deposited here by their authors, and represent their research and opinions, not that of Duke University. Some materials and descriptions may include offensive content. More info