Search

Background: Online instruction within higher education is a growing trend. Asynchronous online courses vary widely in design elements. Research is needed to evaluate the impact of course design on student outcomes. A large, asynchronous undergraduate medical terminology course was modified to increase authentic language use, student interaction, formative feedback, retrieval practice, and metacognition. The purposes of this study were to describe modified course design elements and evaluate the impact of modifications on student outcomes compared with a standard course implemented concurrently. Methods: This prospective, quasi-experimental study included 494 students (modified course, n = 277; standard course, n = 217). Measures included student participation, performance, course satisfaction, self-efficacy (SE), and engagement. Results: Participation in assignments was high (88–94%). Students in both courses experienced growth in SE for medical terminology use. Students in the modified course earned significantly higher course grades and reported higher satisfaction levels. No significant differences in SE or exam scores were found between courses. Marginal significance was found for increased behavioral engagement for students in the modified course. Conclusions: Modifications based on language learning and learning science principles were feasible to implement within a large, asynchronous online medical terminology course. Modifications resulted in greater student satisfaction and improved course grades. Exam performance was not significantly different between the modified and standard courses. Future research should focus on modifications preparing students for summative assessments. [ABSTRACT FROM AUTHOR]

The article discusses the importance of organizational core values in higher education institutions, emphasizing their role in strategic planning, program evaluation, and cultural impact. It highlights the Baldrige Excellence Framework as a model for developing and implementing core values effectively. The text also stresses the need for collaboration and stakeholder involvement in the process, as well as the significance of authentic core values in shaping organizational culture. Additionally, it suggests strategies for implementing core values, such as communication campaigns and high-quality programs that align with the values. [Extracted from the article]

Participants will demonstrate an attitude change toward race-related questions and report engaging more often in artistic activity. Participants were administered a pre- and post-program survey which included items from the Color-Blind Racial Attitude scale and Interpersonal Reactivity Index. The Traveling on Time program consisted of six virtual, synchronous modules which engaged participants using several interactive activities. Each module was proceeded with an evaluation that collected data pertaining to module content and involvement in artistic activity from the previous module. Five participants from the pilot program completed the program surveys. Even though this number is too small to perform any meaningful analyses, we did see some encouraging movement in the scores of several items. A visualization of the data shows participants engaging more frequently in creative activity while progressing through the program. Participants enjoyed using opera as a vehicle to engage in difficult discussions and reflect on sensitive topics. Even though the sample size in this pilot program is small, we did see some promising trends in attitude changes and artistic engagement. [ABSTRACT FROM AUTHOR]

Virtual interviews play a crucial role in the ranking process. National Resident Matching Program (NRMP) data shows a median number of 23.5 interviews per applicant. Considering this volume of interviews, graduate medical education programs must leverage the virtual pre-interview materials to impact applicants' attitudes and perceptions of the interview beforehand. This study is a secondary data analysis of an anonymous cross-sectional survey collected during two orientation sessions held in June and July 2022. Responses from 123 residents and fellows rated the usefulness of available print and virtual pre-interview resources. Using a 5-point Likert scale, social media sites scored an average usefulness score of 4.0, while the information packet and program website scored 3.88 and 3.90, respectively. This article provides recommendations for restructuring virtual resources to aid residents and fellows, specifically under-represented minorities in medicine (UiM) applicants, in having a quality interview experience., Competing Interests: Human subjects: Consent was obtained or waived by all participants in this study. The Ohio State University Office of Responsible Research Practices issued approval #2022E0779. Animal subjects: All authors have confirmed that this study did not involve animal subjects or tissue. Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work., (Copyright © 2024, Barbee et al.)