Reducing the Dosage: Decreasing Pediatric Clerkship Didactics

Abstract

Background: While case-based learning (CBL) sessions and Computer assisted Learning in Pediatrics Project (CLIPP) modules can be effective teaching modalities, there is little information about the optimal number and types of cases to require of medical students. Aims: The aims of this investigation were to determine if a greater than 50% reduction in CBL and CLIPP improved student perceptions regarding: 1) reasonableness of the time required to complete CBL and CLIPP 2) educational effectiveness of CBL and CLIPP 3) and assess potential impact on shelf exam scores. Methods: The Class of 2013 completed 25 CBL and 6 CLIPP modules; a reduction from the 50 CBL and 16 CLIPP required of the 2012 class. A survey was emailed to students to assess their perceptions regarding the above aims. Results: The class of 2013 indicated the number of CLIPP required was more reasonable. The two classes reported similar levels of perceived effectiveness. There was no difference in mean shelf exam scores. Conclusion: We reduced by over 50% the number of CBL and CLIPP without negatively impacting the perceived effectiveness of those methods or exam scores. Perhaps clerkship directors can be selective and more learner-centered when choosing required CBL or CLIPP.