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• W4367302549 abstract "<h3>Objective:</h3> To develop a novel, student-led method of creating high yield review material during a foundational neuroscience curriculum. <h3>Background:</h3> Neurology and Neuroscience are significant components of foundational curriculum for US medical schools. Studying for summative assessments in medical school presents a challenge because commercially available material like board preparation texts and question banks are expensive and may not align with a school’s curriculum. <h3>Design/Methods:</h3> Peer Reviewed Exam Practice (PREP) is a student-led method for creating review questions aligned to content of the neurological disorders block at The Ohio State University College of Medicine; a 7-week course consisting of neuroanatomy, neuroscience, clinical neurology, ophthalmology and psychiatry. A team of 5 students wrote 5 multiple choice questions each day that covered presented material. Questions included detailed rationale and citation from curriculum content. Questions were internally peer-review and provided to course faculty for editing and feedback. They were distributed in a series of quizzes and a practice exam. When students completed questions, correct response and rationale were immediately available for review. Students rated question difficulty on a 1–10 scale with 5 anchored as “appropriate difficulty.” <h3>Results:</h3> 159 review questions were generated over the course of the block and distributed as 8 quizzes and a cumulative practice exam. Class participation ranged from 68% to 23%. Average question difficulty rating was 6.5. Student quiz and practice exam scores ranged from 61.5% to 78.5% correct compared to an 84% average on the block final exam. Narrative feedback comments from students were positive. <h3>Conclusions:</h3> PREP is a successful student-led method of developing course review and assessment preparation material for medical students during a foundational neuroscience block. Students benefited from review questions that were internally derived, aligned to block content, faculty-reviewed, and free. Satisfaction was high among students who utilized the questions and student participation was good. <b>Disclosure:</b> The institution of Dr. Quick has received research support from NINDS. The institution of Dr. Quick has received research support from NEALS. Mr. Paul has nothing to disclose. Mr. Schwartzman has nothing to disclose. Mr. Vemulapalli has nothing to disclose. Mr. Bustamante has nothing to disclose. Ms. Amsterdam has nothing to disclose. Dr. Pierson has nothing to disclose." @default.
• W4367302549 created "2023-04-29" @default.
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• W4367302549 date "2023-04-25" @default.
• W4367302549 modified "2023-09-26" @default.
• W4367302549 title "PREP-A Medical Student Led Initiative to Enhance Learning and Facilitate Assessment Preparation (P4-2.001)" @default.
• W4367302549 doi "https://doi.org/10.1212/wnl.0000000000204216" @default.
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