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

Publication ,  Journal Article
Roberts, JK; Chudgar, SM; Engle, D; McClain, EK; Jakoi, E; Berkoben, M; Lehrich, RW
Published in: Adv Physiol Educ
March 1, 2018

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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Published In

Adv Physiol Educ

DOI

EISSN

1522-1229

Publication Date

March 1, 2018

Volume

42

Issue

1

Start / End Page

146 / 151

Location

United States

Related Subject Headings

  • Video Recording
  • Surveys and Questionnaires
  • Students, Medical
  • Physiology
  • Personal Satisfaction
  • Kidney
  • Humans
  • Education
  • Curriculum
  • 3901 Curriculum and pedagogy
 

Citation

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Roberts, J. K., Chudgar, S. M., Engle, D., McClain, E. K., Jakoi, E., Berkoben, M., & Lehrich, R. W. (2018). Digital chalk-talk videos improve knowledge and satisfaction in renal physiology. Adv Physiol Educ, 42(1), 146–151. https://doi.org/10.1152/advan.00131.2017
Roberts, John K., Saumil M. Chudgar, Deborah Engle, Elizabeth K. McClain, Emma Jakoi, Michael Berkoben, and Ruediger W. Lehrich. “Digital chalk-talk videos improve knowledge and satisfaction in renal physiology.Adv Physiol Educ 42, no. 1 (March 1, 2018): 146–51. https://doi.org/10.1152/advan.00131.2017.
Roberts JK, Chudgar SM, Engle D, McClain EK, Jakoi E, Berkoben M, et al. Digital chalk-talk videos improve knowledge and satisfaction in renal physiology. Adv Physiol Educ. 2018 Mar 1;42(1):146–51.
Roberts, John K., et al. “Digital chalk-talk videos improve knowledge and satisfaction in renal physiology.Adv Physiol Educ, vol. 42, no. 1, Mar. 2018, pp. 146–51. Pubmed, doi:10.1152/advan.00131.2017.
Roberts JK, Chudgar SM, Engle D, McClain EK, Jakoi E, Berkoben M, Lehrich RW. Digital chalk-talk videos improve knowledge and satisfaction in renal physiology. Adv Physiol Educ. 2018 Mar 1;42(1):146–151.

Published In

Adv Physiol Educ

DOI

EISSN

1522-1229

Publication Date

March 1, 2018

Volume

42

Issue

1

Start / End Page

146 / 151

Location

United States

Related Subject Headings

  • Video Recording
  • Surveys and Questionnaires
  • Students, Medical
  • Physiology
  • Personal Satisfaction
  • Kidney
  • Humans
  • Education
  • Curriculum
  • 3901 Curriculum and pedagogy