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Meet the KeyPURs

Meet the KeyPURs. Key Points & Useful Repetition. The Problem. Content heavy curriculum and no where to cut Retaining basic facts over the course of the semester Retaining basic facts for professional practice. Solution. Meet the KeyPURS Series of foundational blocks of information

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Meet the KeyPURs

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  1. Meet the KeyPURs Key Points & Useful Repetition

  2. The Problem • Content heavy curriculum and no where to cut • Retaining basic facts over the course of the semester • Retaining basic facts for professional practice

  3. Solution • Meet the KeyPURS • Series of foundational blocks of information • Points awarded weekly • New information • Repeat information

  4. Explanation to students • Useful repetition NOT busy work • Points awarded for correct answers • Manipulative created for professional practice • Challenge 100% correct response on specific KeyPUR exam questions • Ready, set, go!

  5. Format • Chart format • Pathogen • Environment • Gram stain morphology • Additional information (no more than 3)

  6. Week 1 Meet the KeyPURS (fill in the blank challenge for week 1)

  7. Week 1 Answers

  8. Week 2

  9. Week 2 Answers

  10. Week 3

  11. Week 3 Answers

  12. Week 4

  13. Week 4 Answers

  14. And so on…..weeks 5,6,7,8,9 • Building new information on top of the old • New weekly information often corresponded with lecture material and laboratory experience • 2 points for each correct line (all information had to be correct to receive credit for that line) • Continues through week 10

  15. Finally reaching week 10

  16. By week 10 • Possible points accumulated (110 points) • Week 1 2 points • Week 2 4 points • Week 3 6 points • Week 4 8 points • Week 5 10 points • Week 6 12 points • Week 7 14 points • Week 8 16 points • Week 9 18 points • Week 10 20 points

  17. Results 2005 Cohort (n=19) 2006 Cohort (n=24)

  18. And Beyond… • Student comments from Professional Practice: • “My KeyPURs are a life saver” • “I use my KeyPURs everyday in micro” • “Review your KeyPURs, they really do help” • “I LOVE Microbiology and the KeyPURs really helped me” • “Micro ROCKS (with a little help from my KeyPURs)!!!!!!”

  19. Clinical Faculty Comments • “Student” seemed more comfortable with common pathogen information • “Student” was well prepared on a daily basis (nice change from previous years) • “What a joy to teach micro when the student actually knows a little about the pathogens”-Good job with those cards!

  20. Conclusion • Basic key foundational material can be reinforced through useful repetition • Students engage once they realize the value of the information • Information can be retained beyond the semester’s end • Information can be formatted for students to use as an immediate resource

  21. “Meet the KeyPURs” • This work was supported through a Teaching Innovation Grant • Center for Teaching, Learning and Technology (CTLT) @ Illinois State University

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