A blended online curriculum in the basic surgery clerkship: a pilot study.

Area of Science:

• Medical Education
• Surgical Training
• Curriculum Development

Background:

• Traditional curricula for surgical clerkships are faculty-intensive.
• A blended online curriculum (BOC) presents a less faculty-intense alternative.
• BOCs may offer comparable or improved academic performance over traditional curricula (TCs).

Purpose of the Study:

• To compare the academic performance and satisfaction of students in a blended online curriculum (BOC) versus a traditional curriculum (TC) for a basic surgery clerkship.
• To evaluate the feasibility and effectiveness of implementing a BOC in surgical education.

Main Methods:

• A comparative study design was employed, involving students in a surgery clerkship at Johns Hopkins.
• Students experienced either a BOC (n=129) or a TC (n=108) over two academic years (2013-2014 for BOC, 2012-2013 for TC).
• Performance metrics included National Board of Medical Examiners (NBME) exam scores, clinical evaluations, and clerkship evaluations; satisfaction was assessed via clerkship evaluations.

Main Results:

• No significant differences in academic performance were found between BOC and TC groups on NBME exams or clinical evaluations.
• Student satisfaction, measured by clerkship teaching ratings, was significantly higher for BOC students (4.25/5) compared to TC students (3.98/5).
• Multivariable analysis indicated that student year was the sole significant predictor of academic performance.

Conclusions:

• Implementing a blended online curriculum (BOC) in a basic surgery clerkship leads to non-inferior academic outcomes.
• The BOC model significantly enhances student satisfaction compared to traditional curricula.
• BOCs represent a viable and effective alternative for surgical clerkship education, addressing faculty demand while improving student experience.