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Digital chalk-talk videos improve knowledge and satisfaction in renal physiology.

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Date
2018-03
Authors
Roberts, John K
Chudgar, Saumil M
Engle, Deborah
McClain, Elizabeth K
Jakoi, Emma
Berkoben, Michael
Lehrich, Ruediger W
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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 article
Subject
curriculum
medical student
physiology
renal
video
Permalink
https://hdl.handle.net/10161/16471
Published Version (Please cite this version)
10.1152/advan.00131.2017
Publication 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.
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Scholars@Duke

Berkoben

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
Chudgar

Saumil Mahendra Chudgar

Professor of Medicine
Medical Education Assessment of Clinical Skills Clinical Reasoning Simulation Curriculum Development
Engle

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.
Lehrich

Ruediger Wilhelm Lehrich

Associate Professor of Medicine
Roberts

John Keith Roberts

Associate Professor of Medicine
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