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Utilizing Standardized Patient Encounter in Pharmacology Education of Undergraduate Medical Students
Author(s) -
Athauda Gagani,
Ottolenghi Joseph,
Lupi Carla,
Kashan Sanaz,
Gray Elizabeth,
Stumbar Sarah
Publication year - 2018
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2018.32.1_supplement.549.6
Subject(s) - session (web analytics) , curriculum , medical education , class (philosophy) , flipped classroom , medicine , psychology , mathematics education , computer science , pedagogy , artificial intelligence , world wide web
Noting a gap in the curriculum, students and faculty at Florida International University (FIU) Herbert Wertheim College of Medicine (HWCOM) created a pre‐recorded lecture and in‐class, interactive Standardized Patient (SP) case on contraceptive pharmacology and risk communication. The lecture focused on mechanisms of action, bioavailability, drug‐drug interaction, effectiveness, and major vascular risks of combined hormonal and progestin‐only contraceptives. The in‐class session integrated knowledge of risks and effectiveness of contraception and basic clinical skills with risk communication surrounding contraceptive counseling. Students watched a 20 minute pre‐recorded lecture before attending a 50‐minute intermediate‐sized group session led by an instructor and involving a SP. Students anonymously and voluntarily completed a 5 question session evaluation, rating their perceived learning impact of module and class session. Students learning was assessed with 5 multiple‐choice questions on the students' pharmacology final exam, taken a week later. Overall, students agreed that the recording helped to prepare them for the session, and that the standardized patient exercise allowed them to apply and solidify their learning. The class average performance on the relevant final exam questions was 77.6%, with better performance on lower order questions derived from the online module. All questions had robust discrimination indices. The lecture and in‐class SP case addressed gaps in the curriculum and provided students the opportunity to integrate multiple domains of learning. Students' perception of the materials was positive and students demonstrated adequate learning. Further work to improve performance at this level and build on learning is underway. Support or Funding Information This study was not supported by a grant and has been approved by FIU IRB. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .