College of Human Medicine, Michigan State University, Grand Rapids, MI, USA.
Division of Pediatric Hematology and Oncology Spectrum Health Medical Group, Grand Rapids, MI, USA.
Med Educ Online. 2022 Dec;27(1):2011606. doi: 10.1080/10872981.2021.2011606.
Learning communities (LCs) have been identified as a structure to support student wellness as well as create a positive learning environment and have been increasingly adopted in undergraduate medical education (UGME). In 2016, Michigan State University College of Human Medicine made curricular changes which integrated basic, social, and clinical sciences. One of the major strategies adopted to deliver this integrated curriculum was to create LCs that served as a central scaffold for students' academic development. Our primary aim is to describe how the school utilized LC faculty to deliver this core integrated curriculum.
Students were surveyed about their perceptions of the effectiveness of the LCs in delivering an integrated science curriculum. Student academic performance in the new curriculum was compared to that of students from the legacy curriculum as a measure of the effectiveness of the curricular changes.
The percentage of students in each class who responded to surveys ranged between 78.7% and 95.8%. Mean Likert responses (1 = strongly disagree; 5 = strongly agree) for statements 'the Faculty Fellow is effective in helping me learn the scholar group content', 'the Faculty Fellow is an effective teacher in our scholar group', and 'the Faculty Fellow is well prepared for our scholar group' ranged from 4.37 to 4.78, 4.72 to 4.76, and 4.81 to 4.86, respectively. In addition, a comparison of summative exam scores of the new curriculum's students to the legacy curriculum's students demonstrated comparable or better performances in the new curriculum.
Utilizing LCs to deliver an integrated science curriculum is an underutilized strategy in UGME. Surveys on student satisfaction and academic performance are encouraging. Additional outcome measures are planned to continually evaluate this innovative multifaceted integration.
学习社区（LC）已被确定为支持学生健康以及创造积极学习环境的结构，并在本科医学教育（UGME）中得到越来越多的采用。2016 年，密歇根州立大学人类医学院进行了课程改革，整合了基础、社会和临床科学。为了实施这一综合课程，采用的主要策略之一是创建学习社区，作为学生学术发展的核心支架。我们的主要目的是描述学校如何利用 LC 教师来提供这一核心综合课程。
学生们对 LC 提供综合科学课程的效果进行了调查。以新课程中学生的学术表现来衡量课程改革的效果，与传统课程中学生的学术表现进行了比较。
每个班级中回应调查的学生比例在 78.7%至 95.8%之间。对于“导师在帮助我学习学者群体内容方面很有效”、“导师在我们的学者群体中是一位有效的教师”和“导师为我们的学者群体做好了充分的准备”这三个陈述，学生们的平均李克特（Likert）反应（1 表示强烈不同意；5 表示强烈同意）分别在 4.37 到 4.78、4.72 到 4.76 和 4.81 到 4.86 之间。此外，对新课程学生和传统课程学生的总结性考试成绩进行比较表明，新课程的表现相当或更好。
在 UGME 中，利用 LC 来提供综合科学课程是一种未充分利用的策略。对学生满意度和学业成绩的调查结果令人鼓舞。计划进行更多的结果衡量，以持续评估这一创新的多方面综合课程。
