Nguyen Kenny, Silveira Jay R, Lounsbury Karen M
The Office of Medical Education, The Robert Larner, MD College of Medicine, University of Vermont, Burlington, VT 05401 USA.
Department of Biochemistry, The Robert Larner, MD College of Medicine, University of Vermont, Burlington, VT 05401 USA.
Med Sci Educ. 2024 May 29;34(4):815-821. doi: 10.1007/s40670-024-02073-1. eCollection 2024 Aug.
The Larner College of Medicine has steadily transitioned to primarily active learning-based instruction. Although evaluations praise session formats, students often highlight difficulties in synthesizing preparatory materials to integrate biochemical pathways. A student/faculty collaboration led to the development of interactive metabolic maps that illustrate pathways and link to a broader framework of metabolism.
A review of the session materials identified relevant biochemical pathways, and for each pathway, we created a fillable visual diagram to highlight the interactions between all substrates, enzymes, and cofactors. Implementation of the metabolic maps began for first-year medical students in fall 2022. Evaluation data included standard student session evaluations (Likert scale and qualitative comments) and a survey specific to the metabolic maps.
After implementing the maps, student ratings of biochemistry/metabolism session materials significantly improved (3.2 ± 1.04 to 4.3 ± 0.87, < 0.001), and students made positive comments about their effectiveness. Most students (77.8%) used the metabolic maps to aid in studying biochemistry content for exams and found the metabolic maps important for integrating information about metabolic pathways. The median performance on metabolism-specific questions was higher, although not statistically significant (69.23 to 77.28, ns).
The implementation of integrated metabolic maps improved student satisfaction of biochemistry/metabolism session materials. Limitations include confounding factors related to student population differences and other simultaneous curriculum changes. Implementing interactive visual aids to integrate metabolism pathways and concepts is applicable to any medical curriculum, and other longitudinal topics may benefit from this type of curricular framework.
The online version contains supplementary material available at 10.1007/s40670-024-02073-1.
拉纳医学院已稳步转向以主动学习为主的教学方式。尽管评估对课程形式给予了好评，但学生们经常强调在综合准备材料以整合生化途径方面存在困难。学生与教师的合作促成了交互式代谢图谱的开发，这些图谱展示了途径并与更广泛的代谢框架相联系。
对课程材料进行审查以确定相关的生化途径，对于每条途径，我们创建了一个可填写的可视化图表，以突出所有底物、酶和辅因子之间的相互作用。代谢图谱于2022年秋季开始在一年级医学生中实施。评估数据包括标准的学生课程评估（李克特量表和定性评论）以及一项针对代谢图谱的调查。
实施图谱后，学生对生物化学/代谢课程材料的评分显著提高（从3.2±1.04提高到4.3±0.87，<0.001），并且学生对其有效性给予了积极评价。大多数学生（77.8%）使用代谢图谱来辅助学习生物化学内容以备考，并发现代谢图谱对于整合代谢途径信息很重要。在代谢特定问题上的中位数表现更高，尽管无统计学意义（从69.23到77.28，无显著性差异）。
综合代谢图谱的实施提高了学生对生物化学/代谢课程材料的满意度。局限性包括与学生群体差异和其他同时进行的课程变化相关的混杂因素。实施交互式视觉辅助工具以整合代谢途径和概念适用于任何医学课程，其他纵向主题可能会从这种课程框架中受益。
在线版本包含可在10.1007/s40670-024-02073-1获取的补充材料。
