Lee T. Miller, M.D., M.D., David Geffen School of Medicine at UCLA, Los Angeles, CA, Cameron Escovedo, David Geffen School of Medicine at UCLA, Los Angeles, CA, Deborah Lehman, M.D., David Geffen School of Medicine at UCLA, Los Angeles, CA, LuAnn Wilkerson, M.D., David Geffen School of Medicine at UCLA, Los Angeles, CA
Rationale: The pediatric clerkship at UCLA has used CLIPP cases for the past five years to teach the COMSEP curriculum. We wanted to explore new ways to maximize the learning experience for students as they work through CLIPP cases, and to create a new tool to reinforce important concepts to prepare for the CLIPP final examination. Description: This intervention was designed to reinforce the COMSEP curriculum, by introducing a student-created study guide as a novel learning tool to complement CLIPP cases. In the existing curriculum, students enrolled in the pediatric clerkship are required to complete all 32 CLIPP cases. With this intervention, each student is now tasked with creating a multiple choice question for each of three assigned CLIPP cases. The questions must begin with a clinical vignette that asks for either the most likely diagnosis, or next best step in evaluation or management. Students are required to explain the correct answer and why other choices are incorrect. Every question is evaluated by faculty leadership, and subsequently compiled into a 75 questions practice exam, which is then made available as a study tool for students. Evaluation Plan: A cohort of 50 students at the start of the current academic year was used as a control group. A subsequent cohort of 50 total students is serving as an intervention group. We will compare exam performance of both groups, and surveys of students conducted after completing the final examination. All students are surveyed about their level of exam preparedness, as well as a self-assessment of their pediatric knowledge base. Additional questions for the intervention group will assess student views on the assignment, and the usefulness of having student-generated practice exam questions to reinforce material. Implications: This poster will share data on the students' perceived impact of this intervention, and data on student performance on the final exam, in both pre- and post-intervention groups. This may prove to be an innovative exercise for students at other schools that use CLIPP cases, and the CLIPP final examination.