Table 2.
Themes and Representative Quotes of Positive Student Feedbacka
| Curriculum component | Theme | Representative quote |
|---|---|---|
| Overall curriculum | Effective curricular model | “I did like the flipped classroom because I was able to explore the information ahead of time, and the case-based learning in the interactive sessions really solidified the key concepts.” |
| Appreciation for faculty dedication, effort, support, and enthusiasm | “Dr. [X] and Dr. [Y] were so excited and knowledgeable about their topics that it made me want to learn and do well.” | |
| Convenient and flexible access to content | “The RWJF modules were more effective than traditional lectures … because it was possible to take breaks between them in order to maintain better attention, or to speed up the lectures in order to get through the material faster.” | |
| Patient-centered springboard videos | Compelling and engaging | “The springboard videos were amazing. They are engaging, interesting, … and provide a different way to learn. I loved them.” |
| Clinical narratives provided a conceptual framework for synthesizing and remembering information | “I liked the springboard videos. I felt that having a patient to compare the microbiology modules to aided in my learning. During the final, I actually remembered back to the patients presented in these videos and their symptoms.” | |
| Content videos | Excellent content, well- organized, with logical sequence | “I found the videos extremely helpful. Iťs great to have something preformed for you that has all the information you need in a logical, organized manner.” |
| Succinct, with appropriate length and level of detail | “The modules were well paced, clear, [and] concise.” | |
| Interactive sessions | Opportunity to think critically about the material and consolidate information | “The interactive sessions are phenomenal, and I think they really reinforce what I learned in the content videos and also make me think about the material we are learning in even more detail.” |
| Opportunity to apply knowledge to clinical context | “I felt like I was at a clinic discussing a case while learning in a classroom setting! I particularly like experts discussing how they approach medical diagnosis and what is actually done in clinical care.” | |
| Opportunity to interact with experts or faculty and peers | “Strengths [of the interactive sessions] were the absolutely incredible faculty involvement and dedication (and ability to have one-on-one interactions) as well as the collaborative nature.” |
Abbreviation: RWJF indicates Robert Wood Johnson Foundation.
a
On a microbiology course delivered to preclinical medical students (2015–2016). From a multi-institution collaboration to define core content and design flexible components for a foundational medical school curriculum.