Learning How to Learn: An Innovative Medical School Orientation Activity.

Area of Science:

• Medical Education
• Curriculum Development
• Active Learning Strategies

Background:

• Creighton University School of Medicine transitioned to an active learning model using case-based learning (CBL) and team-based learning (TBL).
• Initial implementation faced challenges with student assimilation of new pedagogic approaches.
• A more effective, engaging introduction to the curriculum was needed.

Purpose of the Study:

• To design and implement a novel, active learning-based introduction to the medical school curriculum.
• To address affective responses to medical education stressors within the curriculum.
• To enhance student understanding of active learning principles and associated challenges.

Main Methods:

• Developed a 2-hour, small-group case-based learning (CBL) activity using a fictional narrative.
• Integrated the CBL activity into the 2022 new student orientation, followed by a team-based learning (TBL) session.
• 230 first-year medical students participated in the CBL-TBL program.

Main Results:

• Students demonstrated a fundamental understanding of active learning attributes.
• Participants gained insight into the features of imposter syndrome and its relation to academic stress.
• The activity successfully introduced concepts of Stanford duck syndrome and peer evaluation.

Conclusions:

• The novel CBL-TBL orientation activity is to be permanently incorporated into the curriculum.
• Future evaluations will assess the impact on professional identity, institutional affiliation, and motivation.
• The program aims to foster a supportive and effective learning environment for medical students.