A Personal Computer-Based Undergraduate Medical School Curriculum Using SOLE

Abstract

Background: We describe our experience with a personal computer and Web-based undergraduate curriculum for preclinical medical students using the Secure Online Environment (SOLE) education and information system. Description: To test the potential effectiveness of SOLE as a learning tool, we analyzed the patterns of SOLE usage, usage intensity, and consistency among medical students in two preclinical courses (4th-year Human Function and 5th-year Pathology) and attempted to link these indicators to academic performance. Categories of SOLE usage included number of website log-ins and number of pages viewed per course. Evaluation: We found that A- and B-grade 4th-year students accessed course materials more frequently than did C- to failing-grade students, and both median and mean number of SOLE log-ins declined as student performance decreased. Higher-graded students were also more consistent in their usage of SOLE than were lower graded students. The range of log-in numbers (variability in frequency of usage) was greater for C- to failing-grade students than for A- and B-grade students. Compared to their 4th-year counterparts, 5th-year students increased their intensity of SOLE usage (indicated by the number of pages viewed) dramatically and numbers were comparable for A- and B-grade and for C- to failing-grade students. Consistency of usage, however, still remained higher for better performing students. Furthermore, students preferred SOLE to a traditional paper-based curriculum and felt it improved teaching effectiveness. Based on usage data and student preferences and perceptions we found Web-based SOLE to be an effective and well-accepted educational tool for preclinical medical students. Conclusions: This integrative, online educational and information system offers numerous opportunities and advantages for self-assisted instruction that can serve as a foundation for clinical training and professional lifelong learning.

Substantial contribution to the conception and design of the article, or acquisition of data, or analysis and interpretation of data: Dr. Smego, Dr. Heming, Mr. Davis, Dr. Hossain, Dr. Al-Khusaiby. Drafting the article or revising it critically for important intellectual content: Dr. Smego, Dr. Heming, Mr. Davis, Dr. Hossain, Dr. Al-Khusaiby. Final approval of the version to be published: Dr. Smego, Dr. Heming, Mr. Davis, Dr. Hossain, Dr. Al-Khusaiby.

Notes

^aStatistically significant differences between A + B students and C and F students, but no difference between C and F students

^aA or B students versus all C students

^bWhen the main outlier was removed from the C students dataset, there was a statistically significant differences (p < .04) between A or B and F students, and C students and F students