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Purpose <p>To compare faculty and student perceptions of the clarity, utility, and specificity of faculty-created self-learning guide (SLG) learning objectives (LOs) and assess the alignment between these perceptions.</p> Methods <p>We used a mixed-methods narrative inquiry. Medical students and faculty involved in the first-year curriculum completed an online Likert scale survey about SLG LOs, and focus groups were held with a subset of participants. Data were analyzed using <i>t</i>-tests, descriptive statistics, and inductive thematic analysis.</p> Results <p>Out of 158 students, 72 (45.6%) responded, while 18 of 58 (31.0%) faculty members responded to the survey. Students expressed lower ratings of the SLG LOs (mean ± SD: 3.27 ± 0.92) compared to faculty (4.39 ± 0.49) (<i>p</i> &lt; 0.0001). Student focus group data (<i>n</i> = 11) suggested that LOs are not consistently clear. However, faculty focus group data (<i>n</i> = 3) suggested that LOs are generally answerable.</p> Conclusions <p>Students seek clear LOs that direct them on what material to study and aid in long-term studying and board exam preparation. The study reveals a gap between faculty and student perceptions of answerable LOs. Clear and specific LOs in self-learning guides (SLGs) are essential for maximizing student preparedness for in-class application and assessments.</p>

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Student and Faculty Differences in Perceived Utility of Learning Objectives in Pre-Clerkship Self-Learning Guides

  • 期刊论文

  • 发表日期：

    2025年2月15日

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  • Cameron J. Hill,
  • Thomas McNamara,
  • Roey Ringel,
  • Luke S. Scheuer,
  • Carrie Elzie,
  • Gwynneth Offner,
  • Caitlin Neri,
  • Molly Cohen-Osher,
  • Priya S. Garg,
  • Jonathan J. Wisco

摘要

Purpose

To compare faculty and student perceptions of the clarity, utility, and specificity of faculty-created self-learning guide (SLG) learning objectives (LOs) and assess the alignment between these perceptions.

Methods

We used a mixed-methods narrative inquiry. Medical students and faculty involved in the first-year curriculum completed an online Likert scale survey about SLG LOs, and focus groups were held with a subset of participants. Data were analyzed using t-tests, descriptive statistics, and inductive thematic analysis.

Results

Out of 158 students, 72 (45.6%) responded, while 18 of 58 (31.0%) faculty members responded to the survey. Students expressed lower ratings of the SLG LOs (mean ± SD: 3.27 ± 0.92) compared to faculty (4.39 ± 0.49) (p < 0.0001). Student focus group data (n = 11) suggested that LOs are not consistently clear. However, faculty focus group data (n = 3) suggested that LOs are generally answerable.

Conclusions

Students seek clear LOs that direct them on what material to study and aid in long-term studying and board exam preparation. The study reveals a gap between faculty and student perceptions of answerable LOs. Clear and specific LOs in self-learning guides (SLGs) are essential for maximizing student preparedness for in-class application and assessments.