IMPACT OF STUDENT DIRECTED ACTIVITIES AND PERSONALIZED FORMATIVE FEEDBACK ON SKILLS DEVELOPMENT IN A LARGE CLASS

Objective: To evaluate the impact of student directed activities and faculty formative feedback as a method to develop interviewing, assessing, SOAP note writing, patient presentation and patient counseling skills in a large class of 160 students.

Methods: The Professional Skills Development course has designed and incorporated student directed activities to facilitate the development of interviewing, assessing, SOAP note writing, patient presentation and patient counseling skills related to self care topics. Development of these skills occurs weekly for16 weeks and is based on student self and peer assessment with feedback. Verbal competency assessments and patient counseling assessments have been incorporated during class to assess the development of these skills and provide personalized faculty-student feedback that targets the strengths and weaknesses in the individual student’s skill set. Each week, a group of forty students (1/4th of the class) will complete a verbal competency assessment or a patient counseling evaluation and by the end of the semester, all 160 students will have completed two personalized verbal competency assessments and two personalized patient counseling assessments. Expectations of the student are greater with each subsequent assessment. These formative assessments facilitate recognition of areas that need improvement, and holds students accountable for deficits identified by faculty. If a student does not perform well on all areas of an assessment, detailed constructive feedback is provided and the student is required to complete an additional assessment. Impact of these educational methods will be measured using student satisfaction and student performance as assessed by faculty.

Results: Results will be presented

Implications: Implications will be presented