Do “Job Aids” Facilitate Retention of Physiology Concepts

Medical students are tasked with learning and managing large amounts of information and often find it difficult to distinguish between concepts critical for clinical application versus factual information. Since physiology is so conceptual in nature, many students struggle with integrating material due to previously formed study habits where repeated readings were effective. Therefore, it is important for educators to highlight critical information from learning sessions to facilitate student learning. In this study, we hypothesized that providing “job aids” or flash cards with a disease, pertinent questions about the underlying science, a critical graph/schematic for understanding, and a celebrity with the disorder would improve retention of physiology content. Methods Students participated in a high fidelity patient simulation or computerized case using lab tutor involving physiology concept. Each student then received a flash card which included a celebrity “mnemonic” relating that person to the session's physiology concept. Results A total of 120 second year medical students were recruited to participate in a study about 6 months after the physiology course. A survey with questions asking whether students recognized the celebrity and could match the celebrity with their disease was included. Also, physiology questions were administered as part of a quiz to determine whether concepts supplemented with a job aid were retained better than those not supported by a job aid. Discussion Finding ways to improve student retention of physiology material as well as identifying critical concepts versus factoids is paramount to medical educators. The use of job aids which are relatively cheap to develop and design could enable students to better retain some physiology concepts. Aspects such as celebrity information may facilitate better retention as well.