Norman Berman*, Leslie Fall*, Sherilyn Smith+, David Levine- *Dartmouth Medical School, +University of Washington, -Morehouse School of Medicine
Objectives: Computer-assisted Learning In Pediatrics Program (CLIPP) cases are being used extensively in pediatric clerkships in the US and Canada. We studied the factors leading to a decision to use or not use CLIPP, and how the cases are integrated in clerkships.
Methods: A confidential web-based survey instrument was developed and validated. Clerkship directors (CDs) who are subscribing to or were previously using CLIPP were identified from CLIPP log data and were requested to complete the survey online.
Results: Of 90 clerkships surveyed, 72 surveys were completed (80% response rate; 64 subscribe to CLIPP, 8 do not. 88% were not using computer-assisted instruction (CAI) prior to CLIPP. 53% used departmental funds to subscribe to CLIPP. The most important reasons for subscribing to CLIPP were quality of the cases (91%), filling gaps in clinical exposure (91%), and improving teaching (75%). 50% cited meeting LCME requirements as very important. Case features facilitating use were quality (94%), comprehensive curriculum coverage (80%), uniform teaching (67%), and availability of log data (56%). Common integration tactics include orientation to CLIPP (89%), using CLIPP to fill gaps (89%), documenting case completion (42/573%7), and coordinating CLIPP with other teaching (61%). The most frequent reason cited for discontinuing use of CLIPP was a lack of funding.
Conclusions: This survey demonstrates that high-quality CAI cases that fill gaps in clinical exposure can achieve a high level of adoption by clerkships, even if fee-based. Follow-up qualitative data will strengthen these results to provide other disciplines with needed information on effective CAI development.