Council on Medical Student Education in Pediatrics


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COMSEP Meeting in Ottawa, ON

Poster Presentation:


Carrie A. Phillipi,Oregon Health & Science University,Portland,Oregon,Lynn Foster-Johnson,,Lebanon,NH,Lydia . Sachs,iInTIME Project Manager,Lebanon,NH,Deborah . Lehman,Cedars-Sinai Medical Center,Los Angeles,CA,Cameron . Escovedo,Cedars-Sinai Medical Center,Los Angeles,CA,Sherilyn Smith,University of Washington & Seattle Children's Hospital,Seattle,Washington

Background:  Medical students often utilize question banks to supplement learning, but the characteristics of students who more typically seek this type of learning are unclear. Students have requested self-assessment questions (SAQs) within Computerized Learning in Pediatric Programs (CLIPP). CLIPP recently developed and released five optional SAQs as a supplement to each case. Separately, MedU developed and validated an engagement meter with dynamic visual feedback based on student actions while completing cases. The engagement meter displays green (full credit) when a student selects learning opportunities exclusive of SAQs. We sought to determine whether highly engaged students were more likely to complete SAQs within CLIPP. 

Objectives:  To describe the association between student engagement score and the completion of SAQs within CLIPP cases.  

Methods:  9,995 students from 164 schools completed CLIPP cases between July and October, 2014. Data were averaged by student (over cases). A point-biserial correlation revealed the relationship between SAQ completion and engagement scores. An odds ratio yielded the likelihood of SAQ completion; ANOVA confirmed significant differences in the average number of SAQs completed.

Results:  Across all cases, the average student engagement score was 68.6/100 (SD=15.7). On average, 89% of students earned full credit on the engagement meter. 56% also completed at least one SAQ. Greater engagement was associated with completing at least one SAQ (rpb =0.12, p<.0001). Students earning full credit on the engagement meter were 1.87 times more likely to complete at least one of the SAQs than students who were less engaged (p<.0001). Compared to their less engaged counterparts, engaged students completed significantly more SAQs (=2.08 vs. 1.44, p <.0001) and completed more SAQs with non-zero scores (=3.63 vs. 3.28, p<.0001).

Discussion:  Highly engaged students were more likely to participate in voluntary learning opportunities such as SAQs while completing a virtual patient activity. Highly engaged learners were also more likely to complete SAQs correctly. Nevertheless, many students who were not as highly engaged attempted some SAQs. More research is needed to develop methods of learning that are more engaging to learners within virtual patient cases.