BLENDED LEARNING STRATEGIES FOR FIRST
YEAR MEDICAL STUDENT BASIC SCIENCE COURSES
K.L. Lovell*,
R.B. Stephenson, F.A. Kennedy, C.A. Wilkins,
C.G. Arvidson, A.Y. Yang, D.L. Kreulen, P. Lovell,
PURPOSE: At Michigan
State University, the allopathic (College of Human Medicine) and osteopathic
(College of Osteopathic Medicine) medical schools teach the first year basic
science courses jointly, with 356 students currently enrolled. Both colleges are
planning expansions to include preclinical students located at multiple sites. This abstract describes the planning process
for curricular delivery and progress in producing online materials in selected
courses.
METHODS: A
coordinated effort began in spring 2007 with involvement of multiple campus
units, including administrators in both medical schools, MSU Global, Virtual
University Design and Technology, Health Information Technology, MSU Libraries,
and teaching faculty. Regular planning sessions were held. Input was obtained from Year 1 students about
the most effective use of online options. Besides lecture delivery, strategies have been
determined for development of interactive digital materials that can be shared.
These would include multimedia objects for use without copyright fees (e.g.
from Health Education Assets Library). Requirements
for faculty support and features needed in a local searchable repository of re-usable
learning objects were discussed
RESULTS: Development
of online interactive modules has been planned and partially implemented for
disciplines of biochemistry, physiology, histology, bacteriology, immunology,
and neuroscience, with attention given to effective modalities for specific
course objectives, focusing initially on difficult concepts.
CONCLUSION/FUTURE
DIRECTIONS: Goals
include development of online materials that (1) enhance learning, (2) can be
implemented as part of blended learning strategies for students in multiple
sites, and (3) can be adapted for integration in the curriculum in Year 2
courses and in clerkships.