Effectiveness of instructor-guided independent learning in comparison to traditional didactic lecture in the preclinical medical curriculum: A retrospective cohort study

Abstract

Introduction: To create time for learner-centered forms of active learning in the classroom, didactic lectures are being replaced with instructor-guided independent learning (IGIL) assignments that students complete on their own outside of the formal educational setting. The effectiveness of IGIL assignments in supporting learning across the preclinical medical curriculum when applied to all learners in the same class of students has not been examined. Further, we have examined this performance across three class cohorts.

Methods: In this retrospective cohort study, we compared student performance on questions from both IGIL assignments and didactic lectures that were items on the end-of-course summative examinations. Data were analyzed from three classes of graduating students in each of the 14 courses that comprise our preclinical medical curriculum.

Results: The results of this study suggest that IGIL assignments were as effective as didactic lectures in supporting student learning in our preclinical medical curriculum. Importantly, IGIL assignments supported learning for both low and high performing students.

Conclusions: Students can effectively learn from IGIL assignments when the assignments are well-designed and their importance in the curriculum is emphasized.

Acknowledgements

The authors wish to thank Dr. Laura Bauler, Dr. Steve Crooks, and Dr. Gregory Gilbert for their critical evaluation of the manuscript, and Dr. Gregory Gilbert for his analysis of the statistical methods. In addition, many thanks to Amanda Davis in the Department of Education Affairs and Dr. Mireya del Carmen Diaz Insua and Heather Rauch in the Division of Biostatistics and Epidemiology for assistance with data collection and analysis.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Glossary

Instructor-guided independent learning (IGIL): Is defined by Medbiquitous as learning activities completed by learners outside of the formal educational setting (MedBiquitous Curriculum Inventory Working Group Standardized Vocabulary Subcommittee 2016).

Additional information

Notes on contributors

Maria L. Sheakley

Maria Sheakley, PhD, is a professor in the Department of Biomedical Sciences at Western Michigan University Homer Stryker M.D. School of Medicine in Kalamazoo, Michigan. Her main interests are in medical education teaching and research, curriculum development, simulation, and Team-Based Learning^TM.

Timothy J. Bauler

Tim Bauler, PhD, is an assistant professor of biomedical sciences at Western Michigan University Homer Stryker M.D. School of Medicine. His main interests are in medical education teaching and research, including self-directed learning, assessment, and admissions.

Dale D. Vandre

Dale Vandre, PhD, is professor and Chair of the biomedical sciences department at the Western Michigan University Homer Stryker M.D. Medical School. His interests in medical education are in assessment, curricular design and development, and self- and peer-directed learning.

Alyssa Woodwyk

Alyssa Woodwyk, MS, is a biostatistician in the Division of Epidemiology and Biostatistics at Western Michigan University Homer Stryker M.D. School of Medicine. Her main interests are in statistical methodology for medical research, antimicrobial stewardship, and clinical study design.

Bonny L. Dickinson

Bonny Dickinson, PhD, is professor and Vice Chair of the biomedical sciences department at the Western Michigan University Homer Stryker M.D. School of Medicine. Her main interests are in medical education and curriculum design, integration of biomedical and clinical science in medical education, and quantitative and qualitative research.