1. ASSESSMENT OF THE INDEPENDENT STUDY PATHWAY AT LECOM: STUDENT FEEDBACK Mark A.W. Andrews, Ph.D., Professor and Director, The Independent Study Pathway The Lake Erie College of Osteopathic Medicine, Erie, PA 16509, U.S.A. Abstract The Independent Study Pathway (ISP) at the Lake Erie College of Osteopathic Medicine (LECOM) was initially opened for student matriculation in the Fall of 2001. It was founded as a third available pre-clinical basic science curriculum in recognition that not all students learn in the same manner, and as a means to aid students develop lifelong learning skills. The ISP joined the problem-based learning pathway (PBLP) and lecture discussion pathway (LDP) which had already been made available to incoming students in previous years. Each of these pathways exist within the MS 1 and MS 2 years of matriculation, terminating as students enter their clinical clerkships in the MS 3 year. Presently, four classes have completed the two year ISP curriculum, and two of these classes have graduated. Here we present results of survey instruments developed to assess student adaptation and satisfaction with the pathways, and a second survey instrument was used to assess the students’ view of their development of lifelong learning characteristics. The interviews and surveys were completed as students finished the MS 2 year. While academic markers indicate that ISP students perform at a level similar to that of PBLP and LDP students, key findings in the interview and survey process indicate that: 1) ISP students chose to attend LECOM because of available choice of pathways; 2) a great majority of students would remain with ISP given the chance to begin their matriculation again; and 3) a great majority of ISP students believe that it is important to have a choice of pathways. Additional results, and specific comments of the students concerning their adaptation and their perceived success in this type of learning modality, will also be presented. Modules, generated by the faculty, are the basis of the Independent Study Pathway as students either study independently or in small groups. Mark A.W. Andrews, Ph.D. Introduction Since its inception at LECOM, the Independent Study Pathway has been well received by its students. In this presentation relevant student feedback is reviewed. This information was collected by the use of various assessment tools (as indicated). Our primary reason for collecting this data was for internal use, and to see whether the efforts required were paying off in student satisfaction. However, results are being presented so that others might learn from our experiences. The initial questions presented are from a yearly assessment which is received from all students, in all pathways, at LECOM, but only ISP is presented (except in one case). The second assessment too, which deals with development of lifelong learning characteristics, was presented to 30 ISP and 30 randomly selected LDP (28 returned the assessment) students who had finished their MS2 years at the end of the 2004-2005 academic year (responses from the 2005-6 cohort are not yet available). 1. How important was having a choice of basic science pathways to your decision to attend LECOM? Eighteen respondents cited the ISP option as being directly responsible for their choice of LECOM. Others cited it as being at least partially responsible for their selection of LECOM. 5. Do you feel that, within your current pathway, you are missing some topics that are available in another pathway? Six respondents would like to have more interaction with faculty; five would like more group activities; Three respondents would like to have more lectures; Four respondents would like to have clearer objectives and more PowerPoints and handouts similar to those which LDP students receive. 4. If given the option to switch Pathways, would you consider it? Three MS1 respondents said they may switch to LDP. N.B., two MS1 students switched from ISP to LDP after the academic year (the third and fourth ever do so). 3. LECOM should continue to offer more than one basic science pathway? Fourteen respondents stated that it is very desirable to have the options and that it responsible for their success and satisfaction with LECOM. Five students noted that they have been able to help recruit future students to LECOM based on the availability of ISP. One respondent stated that they would most likely not have made it through medical school if it were not for the flexibility inherent in the ISP. 2. How satisfied are you with your current basic science pathway? Of those who noted satisfaction: eight offered suggestions for improvement; thirteen said they enjoyed the ISP curriculum; ten students used, “great,” in describing ISP. None of the ISP students who noted not being satisfied gave any suggestions or comments. Summary Being one of the three pre-clinical curricula available at LECOM, the ISP has been shown to develop students capable of academic excellence as indicated by course and licensure exams (COMLEX/USMLE). In addition, student performance has been shown to be independent of pathway choice. This supports our idea that the performance of students having different learning styles / needs can be aided by allowing a choice of curricula. The first part of this presentation gives us some insight into the thoughts, experiences, and level of satisfaction of the students of the ISP (all pathways were queried). This was done using a survey instrument developed to assess student adaptation and satisfaction. Responses to five of the more significant questions indicate ISP students: in general, matriculate at LECOM because of the choice of pathways; are generally satisfied with their pathway; believe keeping three pathways is important; do not wish to change pathways; as with students in other pathways, think they are missing out on some topics. This last point is of particular interesting, but not surprising to the faculty, as it has arisen at times as a point of student concern. However, given that the same faculty is involved in all three pathways, our assessment has shown that all topics are covered in both LDP and ISP (with some variance in PBL due to its nature), and performance has never been shown to be compromised. Another important reason that the ISP program was developed was to better prepare students to continue their education during their clinical clerkships and upon graduation from medical school by ingraining lifelong learning skills in them. To assess the students’ view of their development of lifelong learning characteristics, we developed a 5 point Likert survey instrument which was presented to the MS 2 ISP students, and a random selection of 28 LDP students following their MS 2 year. Results indicate that ISP and LDP students assess themselves as developing lifelong learning skills, with ISP students indicating a slightly greater development. Development of Lifelong Learning Characteristics Using a 5-point Likert scale (5 = strongly agree; 4 = agree; 3 = ambivalent; 2 = disagree; 1 = strongly disagree) we requested responses to the following six statements related to lifelong learning of all ISP MS 3 students (30 replies) and a random sample of 30 LDP students (28 replies). Your pathway has engendered in you: 1. a sense of personal responsibility in learning and time management. 4.6* (ISP)4.1 (LDP) 2. an ability to integrate the various fields of knowledge. 4.6* (ISP)4.2 (LDP) 3. information literacy in accessing and critically evaluating. 4.5* (ISP)4.1 (LDP) 4. independent thought, decision making and initiative. 4.2 (ISP)4.1 (LDP) 5. the ability to work as a member of a team. 4.4* (ISP)4.1 (LDP) 6. abilities to clearly communicate with professors and fellow students. 4.3 (ISP)4.3 (LDP)