Endocrine/Metabolism Block

1. Endocrine/Metabolism Block Instructor of Record Report AY 2009/2010 CPSC Meeting April 05, 2010

2. E/M Block Team Members • Kelly McCall PhD • Felicia Nowak MD PhD • Shigeru Okada PhD • Frank Schwartz MD • Robert Woodworth DO MPH

3. Course Design • Week1 – Fatigue/Weakness • Basic concepts of endocrine systems • Histology, Embryology, Regulation, Diagnosis (over view) • Fluids & electrolytes • Mechanisms, Clinical aspects. • Stress Response • Week2 – Bone Metabolism • Bone and Ca metabolism • Anatomy, Regulation, Nutrition, Pathology, Treatment • Growth Regulation • Mechanism, Regulation, Genetics, Treatment • Biochemistry • Glycolysis, Gluconeogenesis

4. Course Design • Week3 – Weight Change I • Metabolism Disorders • Genetics, Clinical Presentation • Pituitary Disorders • Histology, Clinical Presentation, Diagnosis, Treatment • Biochemistry • Pentose Phosphate, Glycogen, Fatty Acid, Triglyceride • Week4 – Weight Change II • Obesity • Adipocyte Biology, Nutrition, Diagnosis, Management • Thyroid Hormones • Endocrinology, Thyroid Disorders, Diagnosis, Treatment • Hormonal Regulation of Metabolism • Biochemisty • Amino acid, Integration of Metabolism

5. Course Design • Week5 – Polyuria • Type 1 Diabetes • Pathogenesis, Clinical Presentation, Diagnosis, Treatment, Complications • Type 2 Diabetes • Pathogenesis, Clinical Presentation, Diagnosis, Treatment, Complications • Pharmacology of Diabetes Medications • Insulin Analogs, Oral Medication, Future Treatment

6. Measurements of Success at Achieving Goals • Process by which exam questions were compiled • Based on learning topics and hours devoted to presentations Multiple choice(N= 163) • Questions were selected primarily by BT with some input from faculty (HIST N= 6 slides) • Students were notified approximately 2 weeks prior to the EOB examination as to the distribution of the questions

7. Measurements of Success at Achieving Goals • Percentage of questions written in Clinical context • 27% (28 and 18% in last 2 years) • 37% Clinical questions • Process of post-exam review of questions and determination of question validity • Block Team members met , reviewed exam, student comments and contacted respective faculty Re questions up for review/adjustments in determining questions to be dropped or given credit for more than one answer. • Dropped 1, accepted multiple answers 7.

8. Measurements of Success at Achieving Goals • Grade assessments that contribute to the final grade MK written exam - 87% S & I Session - 10% Problem set - 3% 100%

9. E/M Block Written Examination AY 08/09 Maximum 96.3% Minimum 59.5% Median 80.2% Average 79.5% Std Deviation 12.04 AY 07/08 AY 09/10 Maximum 96.7% Minimum 00.0% Median 83.2% Average 81.6% Std Deviation 11.5 Maximum 95.0% Minimum 56.5% Median 82.0% Average 82.1% Std Deviation 7.16

10. Measurements of Success at Achieving Goals • Number of students that did not pass the course • N = 2 • The reassessment examination (May 28th) consists of 164 MC, matching and scenario questions 50% of which are different than the questions on the EOB examination; plus six HIST color slides with two questions each worth ½ point each. This is virtually the same as the EOB examination.

12. Measurements of Success at Achieving Goals • Focus Group Feedback on Block Assessments. • Positive Comments • The exam contained an obvious distribution of questions that were tied directly to the lectures (LT’s) they received. • Students really liked biochemistry lectures. Explained difficult material in way that they could understand, clear about what’s expected to be learn from the material. • Clinical lectures were great at making the material relevant and interesting for them to learn and tie together. Well organized and powerpoints were helpful. • Students liked the S&I sessions. • clinical aspects provided, feedback, explain why or why not a particular answer was correct, • having to justify their answers and then discuss them • Integration: material from past blocks was incorporated, reviewing EKGs, etc. • not drawn out and that the information presented was relevant

13. Measurements of Success at Achieving Goals • Focus Group Feedback on Block Assessments. • Negative Comments • Block was heavily research oriented. • Some redundancy among lectures. • The second S&I session was too detailed and discussed information they had not yet learned (i.e. pediatrics- delay of puberty). • Not enough time to study the 5th week material.

14. Measurements of Success at Achieving Goals • Focus Group Feedback on Block Assessments. • Suggestions • Wanted more pharmacology questions on the exam. • Love to see pointer to some clinical aspects of biochemistry. • A lecture with both a biochemist and clinician, which would focus on genetic defects with biochemistry and discuss the clinical correlations.

15. Responses to facilitator & student feedback, and general plans for course revision and improvement • Making brief presentations of CBL cases at S&I Sessions an EXPECTATION - let facilitators know • Add mini-presentations to the rest of the UNKNOWN (4) cases and post on Bb after the respective S&I Session has concluded • Developing learning topics • Reviewing and Revising all the exam questions • More integration of BCH presentations and increase their clinical relevance • Have a guided problem set session Re BCH material to look at pathways and enzymes that are potential targets for drug and other therapeutic interventions

16. Responses to facilitator & student feedback, and general plans for course revision and improvement • Making brief presentations of CBL cases at S&I Sessions an EXPECTATION - let facilitators know • Provide review sessions prior to the EOB examination • Clear explanation of research content Widely accepted v.s. controversial or upcoming directions. • More integration of BCH presentations Clear connection to clinical aspects “…could say in this cycle you can see this congenital abnormality….” and give the clinical name (i.e. PKU, other PEDS related conditions). This would help board studies” • Re-evaluate contents and coverage.

17. Attendance # of lectures # of students attended

18. Attendance Attendance v.s. Grade # of students Grade / Attendance