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


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.





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Publication Info

Roberts, John K, Saumil M Chudgar, Deborah Engle, Elizabeth K McClain, Emma Jakoi, Michael Berkoben and Ruediger W Lehrich (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

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John Keith Roberts

Associate Professor of Medicine

Saumil Mahendra Chudgar

Professor of Medicine

Medical Education
Assessment of Clinical Skills
Clinical Reasoning
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.


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 consultative nephrology. In addition, I see outpatients with a variety of nephrologic problems (chronic kidney disease, proteinuria, and hypertension) in the Private Diagnostic Clinic. I mentor fellows in this outpatient clinic.  In recent years, I have been an attending physician for a Duke General Medicine inpatient service six weeks per year.

In regard to educational activities, I am a lecturer for Normal Body, the physiology course for first-year medical students.  I am the course director for Fluids and Electrolytes, an elective course for third- and fourth-year medical students.  I give several lectures per year for our Lecture Series for Renal Fellows.

Key words: end-stage renal disease, vascular access for hemodialysis, renal osteodystrophy, consultative Nephrology.


Ruediger Wilhelm Lehrich

Associate Professor of Medicine

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