INTERNET-BASED CURRICULUM SUPPLEMENTATION (IBCS): A STUDY FOR GENETICS EDUCATION

Mary P Metcalf*¹ and T. Bradley Tanner¹,MD,   ¹ Clinical Tools, Inc, Chapel Hill, NC 27514 U.S.A.

PURPOSE: Supplementation of existing curricula using structured online education has the potential to save time, teach a medical science topic that the institution could not do otherwise, and provide a consistent and reproducible experience that is easily available. We developed and implemented an “Internet Based Curriculum Supplement” (IBCS) program on the topic of the ethical, legal and social issues of genetics for use in medical schools.

METHODS: Our program provided live metrics (student and group based), integrated assessments and interactive question/responses. Instructional design, peer review and usability studies occurred during development. The final program included refresher medical science content, 6 case study modules, additional genetics modules, an image gallery, and resource information. Our implementation focused on how medical schools could most easily integrate the supplementary materials into their curriculum.

RESULTS: In 2006-2007, 897 students from 14 different medical schools utilized over 1700 modules. Implementation varied by school, ranging from 1 to 18 modules; (average 5). Some instructors made the courses “required activities;” others used them as supplements or “extra credit”. Modules were incorporated into all years of undergraduate medical education. All schools wanted some level of data analysis, varying from complete analysis of metrics (knowledge, attitude, self-efficacy) to simple done/not done.

CONCLUSION: Online curriculum must be prepared for a wide variety of customization if it is to work outside the home institution. Modules and resources must be creatively designed to allow faculty to “pick” and choose which will work best within their curriculum. One size does not fit all.