1. Medical Education Office of Research and Evaluation Course Director Dr. Giffin Brain and Behavior 2 Common Comments 157 of 167 Respondents for a 94% Response Rate

2. Course Content Areas of Strength Areas Needing Improvement/ Recommendations Course Director Comments  Interesting material  Patient sessions  Clinical relevance  Overall course outline would be helpful.  A few organizational issues stemming from physician schedules  Some redundancy across lectures, topics within BB2 and between BB2 and CFMP 2  Mandatory sessions can be problematic because students who do not want to be there can be disruptive AND friends sign-in for friends  Some content modules suffered good flow and connectivity as a result of a few lecturers not having the flexibility to present within the structure of the master course schedule; if we want to keep the lecturer, there is nothing we can do about this problem; this year started out without any major problems, and then several conflicts arose after the master schedule was finalized  It is easy enough to include an overall course outline  We need to look at this; this has not been an issue in the past; Brain and Behavior II topics have not changed so this might reflect some of the changes in the CFMP 2 course and scheduling during the weeks of the Brain and Behavior II course  We used the sign-in system for these clinical sessions to model what is done for grand rounds and in the residency programs to take attendance; to be a good system for taking attendance, it depends on the integrity of the individuals involved; if in fact individuals had their friends sign for them, I would like to know the names of these individuals and report them to the Honor Council

3. Syllabus Areas of Strength Areas Needing Improvement/ Recommendations Course Director Comments  Double-sided  Well-organized  Sometimes hard to read certain lecturer’s notes  More uniformity across lecturer’s notes, particularly physicians  We have made suggestions to the lecturers for formatting of lecture handouts; some lecturers choose to make use of these suggestions, others do not; it is their choice; during the course orientation I alert the students to the fact that they will see a certain amount of variability among the lecturers as far as style is concerned – this is not a bad thing

4. Teaching Methods Areas of StrengthAreas Needing Improvement/ Recommendations Course Director Comments Case-Based Problems  Ties material together  Reinforces concepts Neurological Exam  Reinforced material learned in CFMP  Opportunity to practice Drunk Driving Simulator  Interesting experience Case-Based Problems  Group format made the activity less beneficial. Students split-up questions so each individual student got less out of it.  Would prefer doing these as TBL sessions  Timing of when they were due (near exams) wasn’t ideal Neurological Exam  Redundant with CFMP  A smaller student:facilitator ratio would be good  Preceptor/Facilitator training to try to ensure all students receive similar information/experience Drunk Driving Simulator  Long line – long wait for 0.5 points Case-Based Problems We can go to TBL format if that will be more beneficial with better scheduling to avoid being too near exams Neurological Exam I will be reviewing with Dr. Quinlan and Sostock areas of redundancy and, if possible, try to schedule the sessions more frequently with less students; Dr. Quinlan is working on preceptor training for consistency Drunk Driving Simulator Perhaps the only way the simulator will work effectively with the limited time it can be on site is to have students sign-up for a time slot and limit the total number of students who are involved in the experience

5. Exams Areas of Strength Areas Needing Improvement/ Recommendations Course Director Comments  Tough but fair  Some questions were long and ambiguous  Some questions have longer vignettes than others but necessary for the particular topic that is being asked about; if a question is ambiguous it more than likely will not perform well, and will be edited to be a better question or eliminated; there were a number of new lecturers this year; but we continue to work on the quality of the exam questions submitted