Proceedings of The Physiological Society

Physiology 2016 (Dublin, Ireland) (2016) Proc Physiol Soc 37, PCA102

Poster Communications

Quality improvement measures applied to a Medical Physiology course

R. G. Carroll1

1. Office of Medical Education, Brody School of Medicine, Greenville, North Carolina, United States.

Medical physiology course directors will benefit from an understanding of how the quality improvement cycle is structures and applies, particularly when it is a component of the accreditation process. The Medical Physiology course at Brody School of Medicine recently underwent a 3 year review as a component of the overall curriculum quality assurance plan. Components of the review includes a 1) description (hours and instructional activities, assignment of grades and grades) of the course and changes over the past 3 years, 2) Student opinion surveys (at the end of course and at graduation), 3) Student performance on the physiology component of the licensing examination, 4) Student performance on a NBME subject exam administered as a course final examination, and 5) Narrative comments from student evaluations. Importantly, the student performance on the final examination, on the physiology component of the licensing examination and the student opinion at graduation can be compared to national norms, and the remainder of the student opinion compared to school-wide norms. The data was reviewed by a committee consisting of the physiology course director, 3 other course directors, and 2 past students. Overall, the multiple diverse methods used in this comprehensive review process provides a balanced description of the strengths and weaknesses of the course, and serves as a vehicle for guiding future development of the course.

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