Developing a framework for promoting interest and engagement of scholarship of teaching and learning for medical students.

BACKGROUND: The scholarship of teaching and learning (SoTL) is a field of academic research that focuses on improving learning through reflective and informed teaching. Currently, most SoTL-related work is faculty-driven; however, student involvement in SoTL has been shown to benefit both learners and educators. Our study aims to develop a framework for increasing medical students' interest, confidence, and engagement in SoTL. METHODS: A student-led SoTL interest group was developed and a year-round program of SoTL was designed and delivered by student leaders of the group under the guidance of a faculty advisor. Individual post-session surveys were administered to evaluate participants' perceptions of each session. Pre- and post-program surveys were administered to evaluate the program impact. RESULTS: The year-round SoTL program consistently attracted the participation of medical students and faculty. Survey responses indicated strong medical student interest in the program and positive impact of the program. Increased interest and confidence in medical education research were reported by the student participants. The program design provided opportunities for student participants to network and receive ongoing feedback about medical education research they were interested or involved in. CONCLUSION: Our study provides insights for developing a framework that other institutions can reference and build upon to educate and engage students in SoTL.

Analysis of Student Perceptions of a Newly Developed Integrative System Course Model.

Background: During Spring 2021, we piloted a course model that integrated the immune system and HEENT (head, eyes, ears, nose, and throat) by concurrently presenting them in the context of clinical cases. Immune system topics (e.g., infection, cancer) were tied to their manifestations in the HEENT system, and concepts from both systems were consolidated in weekly case-based learning and small group discussion (CBL/SGD) sessions. Methods: To evaluate students' perceptions of the effectiveness of this model, we administered to the class a voluntary survey containing closed- and open-ended items; conducted a focus group of 10 students selected via convenience sampling; and employed a mixed approach to analyze the resulting data, including multiple qualitative methods. Results: Thirty-nine of 74 students completed the survey (53% response rate). In response to the item related to overall effectiveness of using CBL/SGD for system integration, nearly half (48.72%) of these students rated the overall effectiveness as average. Constant comparison analysis of the qualitative data revealed three major themes-student satisfaction with integration of immunology and HEENT, content and time involved in CBL/SGD, and suggestions for improvement-and classical content analysis revealed the relative importance of these themes. Participants held positive and negative perceptions, expressed concerns regarding CBL/SGD (e.g., its helpfulness, complexity), and made suggestions for improvement of integration. Conclusions: Using multiple methods allowed us to gain a deeper understanding of students' perceptions of the new course model, and we have taken actions to improve course quality in the future.

Current Status of Immunology Education in U.S. Medical Schools.

Immunology is an integral component of undergraduate medical education because of its critical role in many disease processes. Due to the complexity of the subject, the best practice of immunology education in the undergraduate medical curriculum has not been extensively discussed. This study intended to determine the current status of immunology education in U.S. medical schools with the hope of providing insight into curriculum design pertaining to this subject. Immunology curriculum information was collected from the curriculum Web pages of 199 U.S. medical schools, including multiple campuses. Data pertaining to the setting of immunology education such as subjects that are co-taught with immunology, timing of courses, credit hours, and integration level were recorded in Microsoft Excel for analysis. Of 199 U.S. medical schools studied, 174 posted curriculum information related to immunology online. For course settings, 59 (33.9%) offer immunology with microbiology, 42 (24.1%) offer immunology as part of a foundational sciences course, and 18 (10.3%) offer immunology as a stand-alone course. Ten programs (5.7%) have immunology fully integrated in system-based curriculum. Of 119 medical schools that provide information regarding timing, 94 (71.9%) provide immunology education in year 1 of the curriculum, 16 (9.2%) in year 2, and 9 (5.2%) in both years 1 and 2. Differences exist in allopathic versus osteopathic programs in the immunology curriculum setting. Credit hour data were not complete due to inconsistent availability. Our data suggest that immunology education in U.S. medical schools lacks consensus. Continued discussion on best practices of immunology education across U.S. medical schools is recommended.