Building upon the foundational science curriculum with physiology-based grand rounds: a multi-institutional program evaluation

Figures & data

Figure 1. Example Concept Map (CM)

This concept map (CM) relates the findings of a patient with sickle cell disease complicated by pulmonary hypertension presenting with a vasocclusive crisis (VOC) that evolved into acute chest syndrome.

Table 1. Demographics

Year in School, n (%)	P&S (n = 57)	MUSC (n = 56)	Total (n = 113)
Preclinical	24 (42.1)	44 (78.6)	66 (58.4)
Core Clerkship Year	18 (31.6)	5 (8.9)	23 (20.4)
Post-Core Clerkship	15 (26.3)	7 (12.5)	22 (19.5)
First Attended, n (%)
Preclinical	50 (87.7)	49 (87.5)	99 (87.6)
Core Clerkship Year	6 (10.5)	6 (10.7)	12 (10.6)
Post-Core Clerkship	1 (1.8)	1 (1.8)	2 (1.8)
Number of Sessions Attended, n (%)
1	8 (14.0)	10 (17.9)	18 (15.9)
2	10 (17.5)	19 (33.9)	29 (25.7)
3	9 (15.8)	9 (16.1)	18 (15.9)
4	10 (17.5)	5 (8.9)	15 (13.3)
5 or more	20 (35.1)	13 (23.2)	33 (29.2)

P&S = Columbia University College of Physicians & Surgeons

MUSC = Medical University of South Carolina

Table 2. Student responses

Benefits of Attending CPGR, n (%) n = 112	Strongly Disagree	Somewhat Disagree	Neither Agree nor Disagree	Somewhat Agree	Strongly Agree
It is not practical to think about physiology when taking care of patients	58 (51.8)	28 (25.0)	22 (19.6)	3 (2.7)	1 (0.9)
Once I understand the physiology underlying a disease, it is easier to understand how that disease presents	1 (0.9)	1 (0.9)	6 (5.4)	45 (40.2)	59 (52.7)
Once I understand the physiology underlying a disease, it is easier to understand how to best treat it	1 (0.9)	1 (0.9)	22 (19.6)	39 (34.8)	49 (43.8)
Employing physiology to understand clinical scenarios makes complex patients less intimidating	1 (0.9)	2 (1.8)	18 (16.1)	48 (42.9)	43 (38.4)
By the end of CPGR, I understand some concepts that I had previously simply memorized	0 (0)	2 (1.8)	12 (10.7)	56 (50.0)	42 (37.5)
Concept Maps, n (%) n = 103	Strongly Disagree	Somewhat Disagree	Neither Agree nor Disagree	Somewhat Agree	Strongly Agree
Concept maps help me relate clinical presentations to underlying physiology	0 (0)	3 (2.9)	24 (23.3)	49 (47.6)	27 (26.2)
Concept maps help me understand how diseases work	0 (0)	5 (4.9)	27 (26.2)	42 (40.8)	29 (28.2)
Mixed Learner Environment, n (%) n = 98	Strongly Disagree	Somewhat Disagree	Neither Agree nor Disagree	Somewhat Agree	Strongly Agree
It is worthwhile to see how people from different class years approach clinical problems differently	0 (0)	1 (1.0)	6 (6.1)	41 (41.8)	50 (51.0)
CPGR helps me realize that my fellow students are a great resource	0 (0)	1 (1.0)	12 (12.2)	33 (33.7)	52 (53.1)

Responses are combined across schools. Please see supplemental appendix for results separated by school.

Data availability statement

ur raw data has been uploaded to Harvard Dataverse and can be accessed at https://doi.org/10.7910/DVN/YUCN8Y