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Supplemental Online Pharmacology Modules Increase Recognition and Production Memory in a Hybrid Problem-Based Learning (PBL) Curriculum

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Abstract

Introduction

Problem-based learning (PBL) presents unique challenges to longitudinal disciplines such as pharmacology. A curricular supplement (PharmWeb) was created to increase pharmacology knowledge, increase surface learning/recognition memory, and increase deeper learning/production memory.

Methods

First-year medical students (162) were presented 14 brief, optional, self-paced, weekly online learning modules. Usage was assessed by module views and quiz completions. Learning gains were assessed via multiple-choice question (MCQ) pre-/post-tests and existing curriculum assessments (National Board of Medical Examiners [NBME] MCQ customized assessment and an essay examination).

Results

Most students (92 %) visited PharmWeb; users demonstrated significant learning gains (t(32) = 6.12, p < 0.0001; t(19) = 3.34, p < 0.01) from pre-test (means: 50.0, 52.9 %) to post-test (means: 73.1, 65.0 %). Usage predicted increased essay exam performance specifically for pharmacology topics. Pharmacology scores were correlated with total module quizzes completed: r = 0.26, p = 0.001; partialling out the effect of non-pharmacology question scores: r = 0.19, p = 0.014. Students who completed ≥50 % of the PharmWeb quizzes scored significantly higher on pharmacology essay questions (F(1, 161) = 8.1, p = 0.005, Cohen’s d = 0.44), and this difference remained significant after controlling for non-pharmacology scores (ANCOVA: F(1, 160) = 5.0, p = 0.026). Early PharmWeb usage was even more predictive of essay exam performance. Similar results were observed on the NBME customized assessment MCQs, but the effect was not specific to pharmacology.

Conclusions

Students exhibited significant learning gains on both recognition and production memory assessments using voluntary modules encouraging distributed learning. Students’ pharmacology knowledge increased on both recognition and production memory assessments. Thus, supplemental modules may be valuable in supporting deeper learning in longitudinal disciplines within a PBL curriculum.

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Notes

  1. There was a fourth transfer question, but the data for that question was not recorded due to a software error.

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Acknowledgments

The authors would like to thank the Scholars’ Collaboration in Teaching and Learning participants from 2008–2009 for their feedback on this project, and Irene Medvedev, PhD, Wei Wang, MD, MS, and Siu Yan Scott, LSW, MNO, for their invaluable assistance in project development and data collection. The authors would also like to thank Judy Knight, MLS, AHIP, and Melissa Trace for their tireless assistance with literature searches and obtaining journal articles.

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Authors and Affiliations

  1. Department of Anesthesia, Critical Care and Pain Medicine, Massachusetts General Hospital, Boston, MA, 02114, USA

    Peggy Y. Kim

  2. Department of Psychology, DePaul University, Chicago, IL, 60614, USA

    David W. Allbritton

  3. Department of Pharmacology, Case Western Reserve University, 2109 Adelbert Rd., Cleveland, OH, 44106-4965, USA

    Ruth A. Keri, John J. Mieyal & Amy L. Wilson-Delfosse

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  1. Peggy Y. Kim
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  2. David W. Allbritton
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Correspondence to Amy L. Wilson-Delfosse.

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Kim, P.Y., Allbritton, D.W., Keri, R.A. et al. Supplemental Online Pharmacology Modules Increase Recognition and Production Memory in a Hybrid Problem-Based Learning (PBL) Curriculum. Med.Sci.Educ. 25, 261–269 (2015). https://doi.org/10.1007/s40670-015-0134-6

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