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Abstract Category: Curriculum

Poster ID: C1

Initial Results Indicate that the Independent Study Pathway Promotes Lifelong Learning Skills.  Mark A.W. Andrews, Ph.D., Director of the Independent Study Pathway, Lake Erie College of Osteopathic Medicine (LECOM), 1858 West Grandview Blvd. , Erie , PA 16509 .

In recognition of individual learning styles and needs, LECOM has adopted a curricular model which gives students a choice among three curricula during the first two years of their medical studies. The curricula choices include a traditional systems-based Lecture-Discussion Pathway (LDP), a pure PBL curriculum, the Problem-Based Learning Pathway (PBLP), and an Independent Study Pathway (ISP). The ISP, or Directed Study Pathway, requires minimal scheduled meeting times and gives students the freedom to study at times, and in manners, which they find most effective. Learning in the ISP is guided by lists of learning objectives developed by LECOM faculty, and resources include textbooks, computer-aided instruction, and audio and video tapes and DVD’s. While learning the essential foundations of basic and clinical science, an additional goal of the curriculum is to develop students who have lifelong learning skills. Unfortunately, while factual knowledge can be easily assessed, it is not so easy to assess whether lifelong learning skills are developing. Here we present some information believed to indicate development of these skills.

While grades attained during the MS 1 and MS 2 years indicate that all students are learning and performing at similar levels (particularly evident in the courses where two, or all, of these groups are combined), the first indication of the development of lifelong learning skills for ISP students is a decline in attendance at academic informational sessions during MS 1 and MS 2 years. Initially, attendance at such meetings is nearly maximal, but after the first semester we note a significant decline in attendance with students who claim less of a need for direction, indicating that self-reliance is being developed (some who continue to attend do so more for the supportive atmosphere, and not particularly for direction). As for standardized testing, results from the initial ISP cohort (Class of 2005) indicate that LDP, PBLP, and ISP students attain similar scores on the COMLEX Level 1. Similarly, students graded out similarly during their eight clinical clerkships of the MS 3 year. However, scores attained on COMLEX Level 2 (after the MS 3 year) indicate that during the MS 3 year there is a significant advantage gained from students who matriculate in either the ISP or the PBLP. In addition, student feedback and surveys strongly indicate that the ISP students are very confident in their ability to recall and integrate basic science and clinical knowledge, and are comfortable using a wide range of learning materials and conducting information searches. In addition, they comment that the ISP also helped develop team work and teaching skills, all of which are lifelong learning skills which should be useful assets to the practicing physician.

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