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Reimagining the Undergraduate Medical Education Systems-Based Course: An Example for the Cardiovascular System
1From the Department of Medicine, Division of Cardiovascular Medicine, University of Florida College of Medicine, Gainesville, FL.
Purpose:
To describe the experience and results of adopting evidence-based teaching strategies in a cardiovascular system course for undergraduate medical students.
Material And Methods:
Evidence-based methods for teaching undergraduate medical students were combined with feedback from students to inform and implement several changes to the course structure, content, and teaching methods.
Results And Conclusions:
The course was restructured with new learning objectives, "mini-tracks," 30-minute lectures, and purposeful repetition. Active learning (AL) was increased to 32 of 101 learning activities AL (31.7%). The overall approval rating for the course substantially increased after changes were made. Course directors should periodically review their learning activities for opportunities to adopt evidence-based educational techniques.
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