![]() ![]() The small-group sessions facilitated collaborative application of underlying concepts from the lectures. From 2006 through 2012, QM used two in-class formats for its 12 sessions: 9 large-group, lecture-style 50-minute sessions and 3 small-group 75-minute sessions (total time: 11.25 hours). The objectives of QM are for students to (1) understand the research methods needed to create and synthesize knowledge applied to patient care and (2) interpret and implement information from the literature as it relates to disease, patient care, and public health. POM’s seven-week QM curriculum takes place in the fall quarter for first-year medical students. POM interweaves skills training in medical interviewing and examination with instruction in quality/safety nutrition, quantitative medicine (QM i.e., epidemiology and biostatistics), psychiatry, ethics, health policy, and population health. 1 There is little understanding, however, of the impact of teaching clinical epidemiology and biostatistics in a blended format in medical school.Īt the Stanford University School of Medicine, Practice of Medicine (POM) is a six-quarter course that extends throughout the first two years of the MD program. This model shifts content for students to learn on their own, outside of class, and dedicates class time to student-centered learning activities (e.g., problem-based learning, inquiry-oriented strategies). “Flipped” or “blended” classrooms in medical and health professions education have gained attention recently. ![]() Features of the curriculum could serve as a model for future blended courses. The positive impact of the curricular elements studied will inform continued development of the QM curriculum. The majority of students in 2013 reported using the QM online videos as their primary learning resource (69%–85% across modules). Performance on the QM final exam showed no significant changes in 2013 versus 20. Comparing the 2013 blended cohort with the 2011–2012 traditional cohort, there were significant improvements in student satisfaction ratings (overall, P <. The blended curriculum had a positive impact on satisfaction and mastery of core material. They also analyzed QM resource utilization in 2013. The authors analyzed the blended format’s impact on student satisfaction and performance, comparing the pilot cohort of students (n = 101) with students who took the traditional curriculum in 20 (n = 178). ![]() The blended QM curriculum introduced in 2013 integrated self-paced, online learning with small-group collaborative learning. ![]() At Stanford University School of Medicine, the quantitative medicine (QM) curriculum for first-year students was redesigned to use a blended format, in response to student feedback. There is little understanding of the impact of teaching clinical epidemiology and biostatistics in a flipped or blended format. Evans, Department of Medicine, Stanford University, 700 Welch Rd., Suite 310B, Palo Alto, CA 94304 telephone: (650) 725-8803 e-mail. Previous presentations: Preliminary data from this study were presented at the Western Group on Educational Affairs Conference March 2014 Honolulu, Hawaii.Ĭorrespondence should be addressed to Kambria H. The funder had no role in the study design in the collection, analysis, and interpretation of data in the writing of the report or in the decision to accept the paper for publication.Įthical approval: This study was determined to be exempt from human subjects research by the Stanford University institutional review board because it was deemed a program evaluation. Popat is clinical associate professor, Department of Health Research and Policy, Stanford University, Stanford, California.įunding/Support: This study was supported by an innovative online and blended learning experiences grant from the vice provost for online learning. Prober is professor, Department of Pediatrics, Stanford University, Stanford, California. Basaviah is clinical associate professor, Department of Medicine, Stanford University, Stanford, California.Ĭ. Bryant is administrative director, Office of Medical Education, Stanford University, Stanford, California. O’Brien is a fourth-year medical student, Stanford University, Stanford, California. Thompson is a first-year resident, Duke Ophthalmology Residency Training Program, Durham, North Carolina.Ĭ. Evans is director of education and quality improvement, Department of Medicine, Stanford University, Stanford, California.Ī.C. ![]()
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