Study materials |
1 |
Implementing an additional practice quiz in a specific block. |
Yes |
No |
1 |
Framing practice questions within clinical scenarios. |
Yes |
Yes |
1 |
Improving the similarity of practice quiz questions and final exam questions. |
Yes |
Yes |
3 |
Organizing practice quizzes by week regardless of the subject matter. |
Yes |
Yes |
3 |
Including detailed explanations for the […] question on the practice quiz. |
Yes |
Yes |
4 |
Increasing the number of practice quiz questions to ≥ 25. |
Some |
No |
4 |
Providing practice quizzes as PDFs as well as on the online exam software. |
No |
Yes |
4 |
Specifying the relevant lecture within each practice quiz question explanation. |
Some |
Yes |
6 |
Increasing the resolution of specific images on the practice quizzes. |
Yes |
Yes |
7 |
Adding more practice questions to a specific course syllabus. |
Yes |
Yes |
Sequencing of events/coordinating events |
1 |
Adjusting the scheduling of a patient presentation that includes difficult psychosocial interactions and sensitive topics to allow adequate time for reflection. |
No |
No |
1 |
Adjusting the schedule to provide any integrative reviews of a complex topic immediately after that topic’s presentation in lecture, rather than at the end of the course. |
Some |
Yes |
2 |
Adjusting the schedule to provide a full day for processing between a complex topic presented in lecture and small group exercises on the same topic. |
Yes |
Yes |
3 |
Improving coordination between the physical exam in the practice of medicine course with the corresponding material in the relevant block. |
Yes |
No |
3 |
Ensuring that diseases presented in clinical skills sessions are described in lectures prior to those sessions. |
Some |
No |
3 |
Adjusting the schedule to prevent the placement of a flipped lecture onto a lecture-heavy day, especially if the following day includes TBL on that material. |
Some |
Yes |
4 |
Improving the scheduling of the laboratory sessions. |
Yes |
No |
5 |
Adjusting the schedule to avoid 4-hour lecture blocks the day before the final exam. |
Yes |
Yes |
6 |
Ensuring that conditions presented in case studies sessions are described in lectures prior to those sessions. |
Yes |
Yes |
6 |
Adjusting the lecture schedule to avoid presenting particularly complex and difficult concepts immediately before the final exam. |
Yes |
Yes |
8 |
Scheduling all pathology lectures after the relevant pathophysiology lectures. |
Some |
No |
8 |
Adjusting the lecture schedule to reflect the topic sequence within the recommended textbook of the course. |
Some |
Yes |
Course (administrative component) |
1 |
Posting of lecture notes beforehand to enable the students to download in time. |
Yes |
No |
1 |
Clarifying the learning objectives on […]. |
Yes |
Yes |
1 |
Improving the clarity of acronyms used in lectures and proofreading lecture notes for typos. |
Some |
Yes |
1 |
Clarifying specific details on the drug list posted on the course website. |
Some |
Yes |
2 |
Encouraging lecturers to maintain timing of lectures to 50 minutes. |
Yes |
Yes |
4 |
Improving the correlation of the drug list with the lecture material. |
Yes |
Yes |
6 |
Clarifying the relative importance of textbook material early in the course. |
Yes |
Yes |
6 |
Requiring lecturers to finish within their allotted time. |
Yes |
Yes |
7 |
Adding space on small group handout to allow annotations. |
Yes |
No |
7 |
Posting the drug list for […] on the course website. |
Yes |
No |
8 |
Focusing reports of negative performance to students rather than including deans and other administrators. |
Yes |
No |
8 |
Providing clear expectations on textbook reading (supplemental versus required). |
Some |
Yes |
Course content |
1 |
Providing more emphasis for the importance of high-yield facts during the introduction lecture. |
Yes |
No |
1 |
Adding an introductory lecture in a specific block. |
Some |
No |
2 |
Adding definitions of […] to the lecture slides. |
Yes |
No |
2 |
Include an integrative overview figure (favorite figure) to guide students to differentiate between different tests. |
Yes |
No |
2 |
Adding organization to lectures and start with an important overview before adding details. |
Some |
Yes |
2 |
Adding specific sessions within this course on how to write research papers. |
Some |
Yes |
3 |
Adding the presentation of drugs into the […] lecture. |
Some |
No |
4 |
Adding the discussion of specific diseases […] that are important for USMLE step 1. |
Some |
No |
Exams |
2 |
Providing calculators on computerized exams other than the calculator embedded in the exam software. |
Yes |
No |
3 |
Adding more images to a specific portion of the exam. |
Yes |
Yes |
3 |
Adding explanations to the […] portion in the exam review session. |
Yes |
Yes |
4 |
Providing images with higher resolution on the computerized exam. |
Some |
No |
4 |
Matching the difficulty of practice questions with actual exam questions. |
Yes |
Yes |
8 |
Modifying the questions to reflect USMLE guidelines for multiple choice questions and increasing the use of clinical vignettes in question stems. |
Yes |
Yes |
8 |
Ensuring that images used on the computerized exam are high-resolution. |
Some |
Yes |
9 |
For each exam question that requires multiple lab values or a common clinical vignette, ensure that each question provides the needed information. |
Yes |
No |
Lecture organization/content (specific lectures) |
1 |
Increasing the emphasis of general concepts rather than small details in the […] lecture. |
Yes |
No |
1 |
Matching the […] lecture content with the learning objectives. |
Some |
No |
3 |
Adding more opportunities for interactive engagement and expanding on the pathophysiology of the […] lecture. |
Yes |
No |
3 |
Improving the organization of the […] lecture. |
Some |
No |
3 |
Eliminating duplicative material of the […] lecture. |
No |
Yes |
4 |
Reducing the amount of slides in the […] lecture. |
Yes |
No |
5 |
Reducing the research background in the […] lecture and increasing its clinical relevance. |
Yes |
No |
8 |
Improving the organization for the […] lecture. |
Yes |
Yes |
Specific teaching modalities |
1 |
Providing PowerPoint summary slides for the small groups to minimize the impact of facilitator variability between the groups. |
No |
No |
2 |
Assigning a specific time in the beginning of the small group exercise for students to review the paper. |
No |
Yes |
3 |
For in-class problem-solving sessions, posting detailed answers immediately after class. |
Yes |
No |
3 |
Increasing the interactive component of the […] sessions. |
Yes |
No |
4 |
Changing teaching modalities (small group activities should be replaced by TBL sessions). |
Some |
Yes |
5 |
Eliminating slides that only show pathologic tissues, rather providing slides with additional information. |
No |
No |
6 |
For case study problems, ensuring that each problem is formatted so it can be used later as a practice question, by providing the question with the answer on the following slide. |
Yes |
No |
7 |
Improving facilitator training to ensure that proper etiquette is enforced in all small group sessions. |
Yes |
No |
7 |
Improving facilitator training to ensure each facilitator provides an adequate overview of the disorder and associated pharmacology. |
Yes |
No |
8 |
Improving the case vignettes during the laboratory sessions. |
Some |
No |
9 |
Adding detailed explanations to the small group. |
No |
No |