Presentations

Abstract

Introduction:

Integrated reasoning quizzes (IRQs) were implemented into the pre-clerkship curriculum during Academic Year 2022-2023 to provide medical students the opportunity to develop and practice high- order reasoning skills. This included questions with images/graphs/ tables, clinical vignettes, and required distinguishing between two or more "most likely" answers options. As part of the quiz functionality, students were asked to indicate what behaviors (e.g. gaps in knowledge, errors in reasoning, test-taking errors) led them to the correct/ incorrect answer after each question.

Methods:

Module course directors created quizzes that included questions that were more likely to be flagged by students during post-exam reviews. IRQs scores were compared with exam performance.

Results:

In general, there were significant positive correlations between IRQ average score and exam performance; the strength of the correlations varied between M1 and M2 students. While IRQs correlate with medical knowledge performance, they function differently for M1 vs. M2 students. For both M1 and M2 students, knowledge gaps were reported as the most common reason for answering questions correctly, compared to errors in reasoning and test-taking strategies.

Conclusion:

The evaluation study indicated the potential value of IRQs in preparing students for exams. Next steps would entail exploring the students' perspective on IRQs in helping with their medical knowledge and the differences in how M1 vs. M2 students use the quizzes.