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Urogenital Block 2011 Report 8/1/11

Urogenital Block 2011 Report 8/1/11. Block Team Membership. Karen Coschigano PhD, IoR Sharon Inman PhD Yunpeng (Will) Wu MD. Course goals. The Urogenital Course is designed to facilitate medical student learning about the normal and disease conditions affecting the urogenital tract.

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Urogenital Block 2011 Report 8/1/11

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  1. Urogenital Block 2011 Report8/1/11

  2. Block Team Membership • Karen Coschigano PhD, IoR • Sharon Inman PhD • Yunpeng (Will) Wu MD

  3. Course goals • The Urogenital Course is designed to facilitate medical student learning about the normal and disease conditions affecting the urogenital tract. • Through independent study of Learning Topics and by participating in the learning activities of the block, medical students will develop an understanding of the following areas: • anatomy and development of the urinary system and the male and female genitalia • renal function and dysfunction • renal acid-base physiology • endocrinology of the renal system • patient history and physical exam findings related to renal/urinary tract problems and male reproductive problems • diagnostic tools for urinary tract diseases • management of renal disease • pharmacological treatment of urinary system diseases • renal failure and transplantation • toxicology and the renal system • benign and malignant neoplasms of the urogenital tract • conditions giving rise to incontinence • infectious diseases of the urogenital tract • function and dysfunction of the urogenital tract • basic endocrinology of the male reproductive system • diagnostic tools for male reproductive problems

  4. New for 2011 • New IoR • Complete reorganization of block • Addition of midterm exam • Faculty selection of quiz/test questions

  5. Modules • Electrolyte Disorders • Renal Diseases • Renal Failure • UT Disorders • STIs/Male Infertility

  6. 25 Faculty Presenters • Akbar, Huzoor • Bailey, Karen (VI) • Batchelor, Allison • Benseler, Jeff • Biegalke, Bonita • Broecker, Jane • Chen, Xiao-Zhou • Claeson, Kerin • Clark, Thomas • Code, Rebecca • Coschigano, Karen • Drozek, David • Goodrum, Kenneth • Ice, Gillian • Inman, Sharon • Jenkinson, Scott • Li, Yang • McGrew, Sarah • Mengesha, Teferi • Murphy, Erin • Nowak, Felicia • Staron, Robert • Wolf, Jackie • Zaslau, Stanley (VI) • Shubrook, Jay

  7. Grading • Mid-Term Written Exam………. 30% • Covered weeks 1-3 • End-of-Block Written Exam…... 50% • Cumulative • End-of-Block Practical Exam…. 15% • S&I Attendance………………… 5% • Five S&I sessions

  8. Midterm Exam • After 3rd week • 65 questions, 2 hours • Representation determined by # of LTs and duration of associated learning activities • About 14% clinical context (plus some loose association) • “Flagged” questions routed to question writer/lecturer for drop/keep input

  9. Midterm Exam Results 5 3 2 Dropped one question Accepted multiple answers on four questions 10 students below 70%

  10. Lab Practical Results 25 3 2 100 points 30 students below 70%

  11. Final Exam Cumulative, 135 questions, 4 hours 57% weeks 4-5, 43% weeks 1-3 About 29% clinical context (plus some loose association) “Flagged” questions routed to question writer/lecturer for drop/keep input

  12. Final Exam Results 4 Deleted 3 questions Accepted multiple answers for 2 questions 4 students below 70%

  13. Course Results 3 3 students below 70% 2 students took a written reassessment exam

  14. Reassessment Exam Cumulative, 142 questions, 149 points, 4 hours • 138 multiple choice • 3 short answer (3 points each) • 1 fill-in-the-blank (2 blanks, 2 points) 60% weeks 1-3, 40% weeks 4-5 About 14% clinical context (plus some loose association) 1 student passed, 1 student failed

  15. EOB Evaluations

  16. Focus Group Comments(before the exams) • Students appreciated the IoR’s presence during lectures. IoR attended every lecture and problem set; can’t do this next year • Students liked that most learning topics were covered during the learning activities. Only 4 orphan LTs • Students liked having physiology the first week of the block. All 6 hours of Sharon Inman’s lectures • Students liked the structure of the UT lectures back to back. Two micturition lectures, two UTI lectures, and four STI lectures • Students would like to have a lecture on diabetic neuropathy and an introduction to urinalysis.

  17. Focus Group Comments(before the exams) • Students liked having a mid-term exam and felt it was fair. They appreciated having a discipline breakdown of the exam provided to them. • Some students suggested having a bigger mid-term (90 questions) and smaller end of block exam (110 questions). This being due to the mid-term representing a larger portion of the block’s material. Was 65 questions versus 135 questions • Some students also suggested having the mid-term represent more of their overall grade for the course (i.e. 40% instead of 30%). And what would drop – final exam to 40%? No. • Students feel that the end of block exam should be more heavily weighted on the new material versus the material they’ve already been tested on. Was 57% weeks 4-5, 43% weeks 1-3

  18. Focus Group Comments(before the exams) • Students felt that it was a too much having the S&I cases and the CBL cases every week, esp. the first week. They suggested having one or the other. One or the other? No. • Some students don’t like having the OMM written and practical exams during the same week as their medical knowledge written and practical exams. Others liked having an exam week with all exams. They are lucky to have an exam week.

  19. Plans for 2012 • Review LTs and include Required Reading for ALL LTs • Add a lecture on diabetic nephropathy (Inman and Mengesha) • Review and update CBL cases • Consider changing first S&I case to CBL case and skipping first week S&I • Consider adding a review for the Practical Exam • S&I sessions still need improvement – be more engaging, encouraging and open to their ideas

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