Mark A.W. Andrews, Ph.D.Director of the Independent Study Pathway

THE INDEPENDENT

STUDY PATHWAY AT

LECOM

Independent Study Pathway

One of 3 curricular choices at LECOM

offered for MS1-2 preclinical years: Independent Study Pathway (ISP) Lecture-Discussion Pathway (LDP) Problem-Based Learning Pathway

First made available to incoming students in the fall of 2001 as part of an overall effort to allow students to choose a program and style of study which best suits their learning style. It is also believed to enhances lifelong learning skills.

Students self-select for the pathway of their choice. Thirty seats available in the ISP per acaedmic year.

Description of ISP Initial 12-week course in anatomical sciences

Gross Anatomy, Embryology, Histology

Module-based curriculumIntroduced during the initial 12-weeks, ISP students spend most of their time and efforts learning by use of lists of highly structured learning objectives compiled into “module” booklets, used in combination with information resources (textbooks, resource guides, audio-visual and computer and web-based materials). 

ISP Examinations Typically administered on specific dates approximately every 3 weeks, by which time the students are expected to have mastered all the assigned learning objectives.

Laboratory sessions Along with regular labs in OMT, labs for specific topics in

microbiology and neuroanatomy are held to enrich and fully develop these topics within the time frame of the appropriate modules.

ISP ModulesThe module is the ISP student’s guide to learning:

Prepared by the faculty members according to a standard outline.

Submitted to the ISP Director, reviewed and edited for both content and format by the Director, and any changes are reviewed by the appropriate faculty member(s).

The ISP Office is then responsible for final handling, duplicating and distribution of the hard copy and electronic copy.

Each module is reviewed on a yearly basis by the responsible faculty members for updating.

ISP Modules The modules assists learning by:

clearly describing what should be learned (learning objectives);

providing the guidance to accomplish this in the most efficient manner.

Each module has the following sections:

Introduction of the topic(s) covered List of appropriate learning resources A list of learning objectives Didactic material (optional: manuscripts; PowerPoints;

etc.)

Learning Objectives

In general, statements of what the learner will be able TO DO after completing a learning activity2 and should have the following qualities: 

RELEVANT – content should be based upon educational needs of the learner and the instructional objectives. This means stripping away all the unnecessary material and making sure that useful points are covered.

LOGICAL – The objective must be internally consistent. UNEQUIVOCAL – meaning must be absolutely clear to the reader; no loaded

words. FEASIBLE – The objective can actually be accomplished. It should be

achievable within the time available and with the facilities at hand. OBSERVABLE – The objective (task) must in some manner be observable so

the student’s performance can be measured. MEASURABLE – Achievement of an objective must be attainable. Therefore, an

indication of minimally acceptable performance should be included in the objective.

2Mager, Robert F. Preparing Instructional Objectives. David S. Lake Publishers, USA: 1984

Learning Objectives:

Performance-Based Learning According to Mager's Theory of Behavioral

Objectives, vague verbs such as "understand," "know," or "learn about" should be replaced with more specific verbs such as “be able to:” list identify state describe define solve compare and contrast

Major Categories in the Taxonomy of Cognitive Educational Objectives: (Bloom 1956)

“Educational Competencies”

Knowledge: specific facts; recalling previously learned information: defines; describes; lists; names; states.

Comprehension: understanding the meaning of informational materials: classifies; describes; discusses; explains; gives examples; restates (in own words); summarizes.

Application: The use of previously learned information in new and concrete situations to solve problems that have single or best answers: assesses; constructs; contributes; develops; extends; implements; instructs; operationalizes; predicts; solves; transfers.

Analysis: The breaking down of informational materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations: correlates; differentiates; discriminates; distinguishes; illustrates; infers; prioritizes.

Synthesis: Creatively or divergently applying prior knowledge to produce a new or original whole: adapts; anticipates; categorizes; compares; contrasts; creates; designs; generates; integrates; reconstructs; reinforces; reorganizes; validates.

Evaluation: Judging the value of material based on personal values/opinions, resulting in an end product, with a given purpose, without real right or wrong answers:appraises; compares & contrasts; concludes; critiques; defends; interprets; justifies; supports.

Student–Faculty Interactions in ISP

Though stressing independence and self-direction, ISP is closely overseen by the faculty who are involved in the delivery of the LDP curriculum, are responsible for generating.

Faculty meet with the students, as a group, at least once per week, and are available to assist individuals or groups in mastering difficult concepts and materials, in person, via e-mail or through the ISP Forum electronic bulletin board, and in specific enrichment sessions.

Characteristics of ISP StudentsCharacteristics of ISP Students

Self-motivated and self-directed;

appreciate the freedom and responsibilities of non-traditional time scheduling;

seek to balance academics with extracurricular / family activities;

learn best through reading and small group interactions;

have a science background or previous clinical experience.

Advantages of ISP:Development of Lifelong Learning Skills

1.   ISP involves active learning, ingraining self-discipline and time-management.

2.   ISP learning and examinations reinforce “integration of information” as basic science disciplines are learned, reinforced, and tested in a “system-based” manner along with clinical content.

 

3.   Information literacy is developed as students are encouraged, and required, to use a variety of educational materials, e.g., texts, on-line or hard copy articles, web sites and audio-visual resources for study.

 

4.   The learning processes used in ISP lead to the development of independent thought processes, decision making and initiative.

 

5.   The ISP typically leads to the formation of study groups by the vast majority of students, allowing them to work as a member of a team and teach each other as they progress.

 

6.   Group interactions help develop communication and teaching skills.

All the above are important professional assets to practicing physicians.

First-Year Modules:

CORE: Biochemistry Medical Genetics Microbiology Immunology Pathology Pharmacology I and II Physiology 

SYSTEMS-BASED: Integumentary System Musculoskeletal System Nervous System

First-Year Courses:

Gross Anatomy Histology Embryology Osteopathic Principles and Practices Medical Ethics Healthcare Management I History and Physical Examination Osteopathic Preceptor Education Project (OPEP)

Second-Year Modules: Cardiovascular System Respiratory System Hematology/Oncology Renal System Geriatric Medicine Digestive System Endocrine System  Reproductive System Pediatrics Human Sexuality 

Second-Year Courses: Osteopathic Principles and Practices

Clinical Osteopathic Diagnostic Applications (CODA) Public Health and Preventive Medicine Medical Jurisprudence Psychiatry Advanced Cardiac Life Support

MS 2 “non-synchronous” reinforcement

SYSTEM Journal Article Title Cardiovascular Hand and Wrist Overuse Injuries

Evaluation and Management of Acute Low Back Pain

Respiratory Migraine

Hem/Onc Relieving the Pain of Osteoarthritis

Update on Erythema Multiforme and Related Disorders

Renal Lyme Disease

Geriatrics Medications to Aid Smoking Cessation

GI Diagnostic Images, Treatment Issues Management of Acetaminophen Toxicity

Endocrine Common Fractures of the Knee and Lower Leg Part 1

Reproductive Common Fractures of the Knee and Lower Leg Part 2

Pediatrics New Treatments Portend a Hopeful Course for MS

Human Sexuality Abdominal Hernia: Emerging Trends in Diagnosis and Management

Caveats Students who do not enter with good time management

skills;Procrastination is more likely than in traditional lecture curricula.

Students who feel the need to learn everything in-depth and thus progress too slowly through the material;

  Students who do not have good independent study habits

established can initially take excessive time to develop appropriate habits for ISP. This may leave insufficient time to master the material and leave these students at a disadvantage.

Some students thus perform much better with the more regimented LDP approach because these study habits are not as essential within that rigid curriculum, however, it is important to remember that all students can develop these skills and we do attempt to closely monitor them early on.

Note of appreciation

Special thanks go the faculty at LECOM, without whom it would not have been possible to establish and continue this pathway, with special appreciation to:

Laurie Troup, D.O. Internal MedicineAssistant Director of ISP

Ann Stephanie Stano, Ph.D. Education specialist W.R. Chegwidden, Ph.D. Biochemistry Christine Kell, Ph.D. Microbiology Reza Nassiri, Ph.D. Pharmacology Silvia Ferretti, D.O. Dean Ms. Marty Roden, Administrative Assistant to ISP