Transcript Slide 1

ASSESSMENT OF THE INDEPENDENT STUDY PATHWAY
AT LECOM: STUDENT FEEDBACK
Mark A.W. Andrews, Ph.D., Professor and Director, The Independent Study Pathway
The Lake Erie College of Osteopathic Medicine, Erie, PA 16509, U.S.A.
Development of Lifelong Learning
Characteristics
Using a 5-point Likert scale (5 = strongly agree;
4 = agree; 3 = ambivalent; 2 = disagree; 1 = strongly
disagree) we requested responses to the following six
statements related to lifelong learning of all ISP MS 3
students (30 replies) and a random sample of 30 LDP
students (28 replies).
Mark A.W. Andrews, Ph.D.
Your pathway has engendered in you:
Abstract
The Independent Study Pathway (ISP) at the Lake
Erie College of Osteopathic Medicine (LECOM) was
initially opened for student matriculation in the Fall of
2001. It was founded as a third available pre-clinical
basic science curriculum in recognition that not all
students learn in the same manner, and as a means to
aid students develop lifelong learning skills. The ISP
joined the problem-based learning pathway (PBLP) and
lecture discussion pathway (LDP) which had already
been made available to incoming students in previous
years. Each of these pathways exist within the MS 1 and
MS 2 years of matriculation, terminating as students
enter their clinical clerkships in the MS 3 year. Presently,
four classes have completed the two year ISP
curriculum, and two of these classes have graduated.
Here we present results of survey instruments developed
to assess student adaptation and satisfaction with the
pathways, and a second survey instrument was used to
assess the students’ view of their development of lifelong
learning characteristics.
The interviews and surveys were completed as
students finished the MS 2 year. While academic
markers indicate that ISP students perform at a level
similar to that of PBLP and LDP students, key findings in
the interview and survey process indicate that: 1) ISP
students chose to attend LECOM because of available
choice of pathways; 2) a great majority of students would
remain with ISP given the chance to begin their
matriculation again; and 3) a great majority of ISP
students believe that it is important to have a choice of
pathways. Additional results, and specific comments of
the students concerning their adaptation and their
perceived success in this type of learning modality, will
also be presented.
Modules, generated by the faculty, are the basis of
the Independent Study Pathway as students either
study independently or in small groups.
1. How important was having a choice of basic
science pathways to your decision to attend
LECOM?
3. LECOM should continue to offer more than one
basic science pathway?
3. information literacy in accessing and critically
evaluating.
4.5*
(ISP)
4.1
(LDP)
5. the ability to work as a member of a team.
4.4*
(ISP)
4.1
(LDP)
• Eighteen respondents cited the ISP option as being
directly responsible for their choice of LECOM.
• Others cited it as being at least partially responsible for
their selection of LECOM.
2. How satisfied are you with your current basic
science pathway?
• Fourteen respondents stated that it is very desirable to
have the options and that it responsible for their success
and satisfaction with LECOM.
• Five students noted that they have been able to help
recruit future students to LECOM based on the
availability of ISP.
• One respondent stated that they would most likely not
have made it through medical school if it were not for the
flexibility inherent in the ISP.
4. If given the option to switch Pathways, would you
consider it?
• Of those who noted satisfaction:
• eight offered suggestions for improvement;
• thirteen said they enjoyed the ISP curriculum;
• ten students used, “great,” in describing ISP.
•Three MS1 respondents said they may switch to LDP.
• None of the ISP students who noted not being satisfied
gave any suggestions or comments.
N.B., two MS1 students switched from ISP to LDP after
the academic year (the third and fourth ever do so).
5. Do you feel that, within your current pathway, you are missing some topics that are available in
another pathway?
The initial questions presented are from a yearly
assessment which is received from all students, in all
pathways, at LECOM, but only ISP is presented (except
in one case).
The second assessment too, which deals with
development of lifelong learning characteristics, was
presented to 30 ISP and 30 randomly selected LDP (28
returned the assessment) students who had finished
their MS2 years at the end of the 2004-2005 academic
year (responses from the 2005-6 cohort are not yet
available).
2. an ability to integrate the various fields of
knowledge.
4.6*
(ISP)
4.2
(LDP)
4. independent thought, decision making and
initiative.
4.2
(ISP)
4.1
(LDP)
Introduction
Since its inception at LECOM, the Independent Study
Pathway has been well received by its students. In this
presentation relevant student feedback is reviewed. This
information was collected by the use of various
assessment tools (as indicated). Our primary reason for
collecting this data was for internal use, and to see
whether the efforts required were paying off in student
satisfaction. However, results are being presented so
that others might learn from our experiences.
1. a sense of personal responsibility in learning and
time management.
4.6*
(ISP)
4.1
(LDP)
• Six respondents would like to have more interaction with faculty; five would like more group activities;
• Three respondents would like to have more lectures;
• Four respondents would like to have clearer objectives and more PowerPoints and handouts similar to those
which LDP students receive.
6. abilities to clearly communicate with professors
and fellow students.
4.3
(ISP)
4.3
(LDP)
Summary
Being one of the three pre-clinical curricula available
at LECOM, the ISP has been shown to develop students
capable of academic excellence as indicated by course
and licensure exams (COMLEX/USMLE). In addition,
student performance has been shown to be independent
of pathway choice. This supports our idea that the
performance of students having different learning styles /
needs can be aided by allowing a choice of curricula.
The first part of this presentation gives us some
insight into the thoughts, experiences, and level of
satisfaction of the students of the ISP (all pathways were
queried). This was done using a survey instrument
developed to assess student adaptation and satisfaction.
Responses to five of the more significant questions
indicate ISP students:
• in general, matriculate at LECOM because of
the choice of pathways;
• are generally satisfied with their pathway;
• believe keeping three pathways is important;
• do not wish to change pathways;
• as with students in other pathways, think they are
missing out on some topics.
This last point is of particular interesting, but not
surprising to the faculty, as it has arisen at times as a
point of student concern. However, given that the same
faculty is involved in all three pathways, our assessment
has shown that all topics are covered in both LDP and
ISP (with some variance in PBL due to its nature), and
performance has never been shown to be compromised.
Another important reason that the ISP program was
developed was to better prepare students to continue
their education during their clinical clerkships and upon
graduation from medical school by ingraining lifelong
learning skills in them. To assess the students’ view of
their development of lifelong learning characteristics, we
developed a 5 point Likert survey instrument which was
presented to the MS 2 ISP students, and a random
selection of 28 LDP students following their MS 2 year.
Results indicate that ISP and LDP students assess
themselves as developing lifelong learning skills, with
ISP students indicating a slightly greater development.