Attendance, engagement and performance in a medical school curriculum: early findings from competency-based progress testing in a new medical school curriculum.

ABSTRACT:

Introduction

Medical students often do not value attending in-person large group sessions. It is also not clear from prior research whether attendance at large group sessions impact on performance in medical school. The goal of this study was to assess the relationship between voluntary attendance in large group sessions organized as a "flipped classroom" in a new innovative curriculum and students' mastery of clinical applications of basic science knowledge.

Methodology

Our students' ability to apply basic science knowledge to clinical problems is assessed via progress testing using three methodologies: a locally developed multiple-choice examination, written examination developed through the National Board of Medical Examiners (NBME) Customized Assessment Services Program

SUBMITTER: Laird-Fick HS 

PROVIDER: S-EPMC6071618 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature