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Background Lecture capture technology is widely available in undergraduate medical education and seems to impact class attendance. Further, there is limited understanding about faculty perceptions related to lecture capture and student attendance and how faculty advise students on issues of attendance in an environment where lecture capture is available and attendance is not required. Objective The purpose of the current study was to characterize faculty perceptions and preferences about student attendance, investigate faculty advising practices about attendance, and evaluate the potential impacts of low student attendance on faculty job satisfaction and teaching. Method A 15-min electronic survey was created and emailed to all on-campus teaching faculty at a medical school. The survey included demographic, close-ended (with Likert and Likert-like scales), and open-ended questions. Results All 35 faculty members were invited to participate in the survey, and 26 (77%) responded. Faculty advising practices on student attendance varied, but most faculty indicated they advised students to attend class if the student expressed loneliness. A majority (15/26, 58%) disagreed or strongly disagreed that student attendance indicated level of professionalism, and many (12/26, 46%) believed that lecture capture was an effective alternative to attending class. Most faculty (19/26, 73%) agreed or strongly agreed they felt more job satisfaction with higher student attendance. A majority (15/26, 58%) also agreed or strongly agreed they would prefer to incorporate active learning in large-group sessions when student attendance was mandatory. Conclusion Faculty member willingness to incorporate active-learning sessions and job satisfaction were influenced by student classroom attendance in the current study. Given the varied options for content delivery, these factors should be taken into account when institutions create attendance policies. These policies should balance the satisfaction of the faculty with the need to encourage autonomy and flexibility for the adult student learners.

Purpose Social determinants of health (SDH) are responsible for significant health disparities, morbidity and mortality. It is important to acculturate trainees to identify and document SDH. This can elevate their perceptions related to the importance and relevance of SDH. Documentation can encourage trainees to see SDH as factors which medical providers should address. Patients and methods Researchers devised a novel approach to demonstrate the value of SDH to undergraduate medical students. Proprietary diagnostic codes for SDH and procedure codes for action taken to address them, were developed. Students were encouraged to log these into electronic records for clinical encounters. Students' voluntary use of these codes was evaluated. Additionally, students were surveyed on their familiarity with the concept of SDH, their perceptions of the importance of SDH, as well as documenting SDH, twice in the study period, and results were compared. In their second year of use, proprietary codes were compared to newly available SDH related ICD-10 codes. Results Students utilized proprietary codes more often than SDH related ICD-10 codes. Over 20,000 codes were logged. Comparison of survey items showed modest increases in students' positive perception about the role of SDH in patient health. Conclusion Students' voluntary logging of SDH codes demonstrates they perceived these factors to be important and relevant to patient encounters. Future analyses will examine students' knowledge, attitudes, beliefs and practice patterns related to SDH.

Campbell AM, Ikonne US, Whelihan KE, Lewis JH. Adv Med Educ Pract. 2019;10:759– 768. Page 761, Faculty perspectives about professionalism, job satisfaction, and active learning section, fourth sentence, the text “Ten disagreed that students who regularly attended large-group sessions had better academic performance” should read “Ten agreed that students who regularly attended large-group sessions had better academic performance”. Table 3 on page 763, the values in the Students who attend large group sessions regularly have better academic performance and Active-learning sessions are more effective with higher attendance rows are incorrect. The correct Table 3 is shown in Download Article.The authors apologize for these errors and advise they donot affect the scientific conclusions of the paper. Read the original article

Intro This project aimed to teach third grade students the differences between viral and bacterial infections through active learning. Presentation effectiveness and students’ retention of information were assessed using a game and post-quiz. This project addresses the school’s concern about the misunderstanding of causes and treatments of illnesses. Methods Students took a pre-quiz in order to establish their base knowledge of bacterial and viral infections. A question and answer style presentation was utilized to teach differences between viral and bacterial illnesses, as well as the appropriate management of each. An interactive game of “doctor and patient” was then played, during which students were given a bacterial or viral infection scenario and choose associated symptoms and management utilizing pre-made answer cards. Finally, a post-quiz was administered to determine short-term change in knowledge. Students were given an informational magnet and flyer to share with parents or guardians to re-enforce the information. Results Of the 20 participants that took the pre-quiz, only a subset of 18 were available to take the post-quiz. The overall analysis of post-test questions portrayed an increased number of correct answers after the presentation and game. Individually, question two was trending towards significance, with a p value of .08. Despite a lack of significance, students overall scored higher on the post-quiz and were better able to distinguish between types of infections and determine proper management. Conclusion Parents often seek the use of antibiotics for their children even when viral infections are present, which do not warrant antibiotic interventions. Understanding the signs, symptoms, and differences between viral and bacterial infections may help community members seek appropriate care and may reduce requests for antibiotics. It is more likely that community members will use antibiotics correctly if they have a better understanding of when they are warranted. In future studies, with larger parameters, a significant difference can be made in children and their families’ understanding of antibiotics, reducing misuse and misunderstanding within the community as a whole. Limitations Given the overall small sample size in our study, the data were limited statistically and may not be generalizable. Additionally, two students that took the pre-test quiz were not available to take the post- test, further limiting our sample size. We did not pair data between the pre-test and post-test due to a desire to preserve student anonymity. This pairing may have allowed for further analysis of specific results.

Context Lecture capture technology is widely available in undergraduate medical education and impacts class attendance. There is a limited understanding of faculty perceptions related to lecture ca...

Context Some medical educators have noted a decline in classroom attendance. Understanding student preferences for content delivery and the relationship between student attendance and learning outcomes may enhance curricular design and best practices for technology-supported learning. Objective To measure the attendance of first-year osteopathic medical students, evaluate the relationship between classroom attendance and aggregate mean course grades, and characterize factors that influence attendance decisions when recorded lectures are available. Methods In nonmandatory class sessions during the 2015-2016 academic year, student attendance data were collected using audience response technology and were linked to course grades. Pearson product moment and partial correlations, controlling for Medical College Admissions Test scores, were calculated to quantify the relationship between classroom attendance and aggregate mean course grades. Students were surveyed to characterize factors influencing attendance decisions and compare the perceived convenience, efficiency, and effectiveness of classroom attendance vs lecture capture technology. The preferred modality for receiving didactic content was assessed, and open-ended questions were included about the advantages or disadvantages of lecture capture, classroom attendance, and podcasts. Responses were analyzed using open and axial coding. Results A 78% reduction in first-year student classroom attendance was measured from the beginning to the end of the academic year (Pr=0.17; P=.29) and the partial correlation between them after controlling for admission test scores (r=0.18; P=.08) were not significant, except in the Neuromusculoskeletal A course (r=0.22; P=.027). Students regarded lecture capture recordings as more convenient, efficient, and effective than classroom attendance, and podcasting was the preferred method of content delivery. Major themes associated with the open-ended questions were effective or ineffective time management, enhanced interaction, learning advantages or challenges, and positive or negative content characteristics. Conclusion First-year classroom attendance decreased significantly during the academic year, but the authors found no significant relationship between attendance and aggregate mean course grades. Students regarded lecture capture recordings as a practical alternative to attending class; however, podcasts were the preferred modality for receiving didactic content. These findings may help in developing learning-centered curricula at colleges of osteopathic medicine.