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Engaging Clinical Learners Asynchronously With Social Annotation for Case-Based Discussions.

Dylan T Adamson1, Sandra Kavalukas1, M Ann Shaw2

  • 1Department of Surgery, University of Louisville School of Medicine, Louisville, Kentucky, USA.

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Summary
This summary is machine-generated.

A social annotation platform effectively boosted engagement for medical students in a surgical residency preparatory course, facilitating asynchronous case-based learning and peer interaction. This tool enhances clinical education flexibility and student involvement.

Keywords:
boot campmedical studentonline learningperusallremoteresidency preparatory course

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Area of Science:

  • Medical Education
  • Digital Learning Tools
  • Surgical Training

Background:

  • Clinical educators struggle to maintain learner engagement outside traditional settings.
  • Social annotation platforms, common in nonmedical education, facilitate asynchronous discussions.
  • Adapting these platforms for case-based learning in clinical settings is underexplored.

Purpose of the Study:

  • To promote asynchronous engagement among clinical learners.
  • To adapt a social annotation platform for case-based learning in medical education.

Main Methods:

  • A social annotation platform was piloted in a 4-week surgical residency preparatory course for fourth-year medical students.
  • Four longitudinal clinical cases were designed for asynchronous discussion via annotation and peer comments.
  • Engagement was measured by platform activity and student perceptions via a survey.

Main Results:

  • High engagement observed: 95% of reading assignments completed, average of nine discussion comments per assignment.
  • Students spent an average of 62 minutes discussing each case section.
  • Students found the platform easy to navigate and appreciated seeing peers' thought processes, reporting increased engagement.

Conclusions:

  • Social annotation platforms can effectively engage clinical students asynchronously.
  • This technology offers instructional flexibility for faculty in clinical education.
  • It helps students feel more connected to their peers and the curriculum.