Work

Utilizing a Hybrid Faculty-Guided, Self-Directed Study Model to Teach Immunology to First-Year Medical Students

Year: 2025

Type: article

Abstract: This study evaluates the effectiveness of a hybrid, faculty-guided, self-directed learning model for teaching immunology to first-year medical students. It compares summative exam performance across five cohorts (2017-2021). The 2021 pilot course incorporated asynchronous videos, quizzes, and in-person sessions. Results show consistent performance across cohorts, except for the 2020 fully virtual cohort, which scored below the National Board of Medical Examiners (NBME) average. Student feedback highlighted the benefits of the hybrid model, particularly its flexibility and self-paced learning. These findings suggest that hybrid models can be used effectively to teach complex subjects like immunology with reduced in-person contact. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-025-02330-x.

Source: Medical Science Educator

DOI: 10.1007/s40670-025-02330-x

Authors: Shirley Wong, Kencie Ely, Emily Weinschreider, Josh Levy, Edward Simanton, Dale Netski

Institution: University of Nevada, Las Vegas

Language: English

Topic: Innovations in Medical Education

Subfield: Public Health, Environmental and Occupational Health

Field: Medicine

Domain: Health Sciences

SDGs: Quality education, Good health and well-being

Open Access status: hybrid

Estimated APC paid: $3,290