Learning How to Learn: An Innovative Medical School Orientation Activity

Problem: In 2018, Creighton University School of Medicine initiated a multiyear strategy to redesign the pedagogic approach of its educational program, transitioning from large-group, lecture-based experiences to small-group, active learning experiences using case-based learning (CBL) as required prework for team-based learning (TBL). in July 2019, we introduced our first-year medical students to the pedagogic and empiric underpinnings of the new curriculum they would experience. Initially, and ironically, this introduction was presented as a 30-minute didactic lecture, and students’ ability to assimilate this information in any meaningful way was challenged. In addition, students required several sessions of the CBL-TBL activities during the official curriculum before they were able to effectively function as a team of learners. Thus, we created a novel introduction to our educational program that was active, meaningful, and efficient. Approach: In 2022, we created a 2-hour, small-group CBL activity using a fictional narrative of a medical student encountering our curriculum. During development, we recognized that the narrative was conducive to introduction of affective responses to medical education stressors, such as imposter phenomenon and Stanford duck syndrome. The CBL activity was given 4 hours during the formal 2022 orientation, and 230 students participated. The CBL activity occurred on the second day of orientation and the TBL activity on the third (final) day of orientation. Outcomes: The results of the TBL activity indicate that students acquired a fundamental understanding of the attributes of active learning, features of imposter syndrome, substance abuse associated with Stanford duck syndrome, and peer evaluation. Next Steps: This CBL-TBL activity will become a permanent part of our orientation. We hope to evaluate the qualitative outcomes of this innovation on students’ professional identity formation, institutional affiliation, and motivation. Finally, we will assess for any negative impact of this experience and our overall orientation.