Validity testing of the APDVS Medical Student Curriculum eBook demonstrates increased knowledge and self-perceived competence among medical students

• Published in: Journal of vascular surgery. Vascular insights (Online) 2024, Vol.2, p.100135, Article 100135
• Main Authors: Schwartz, Ezra, Nelson, Sarah, Kraus, Alexandria C., Marzán, Gimena, Ellozy, Sharif, Dua, Anahita, Williams, David N., Bernatchez, Julien, Lajos, Paul, Wolbrink, Traci
• Format: Article
• Language: English
• Subjects: Curriculum; Education; eLearning; Medical student
• ISSN: 2949-9127; 2949-9127
• DOI: 10.1016/j.jvsvi.2024.100135

No standard curricular recommendations exist for undergraduate medical education learners on vascular surgery rotations. Vascular surgery educators in the United States and abroad recognize the need for a more accessible, comprehensive, and uniform undergraduate medical education vascular surgery curriculum. To address this need, the Association of Program Directors in Vascular Surgery is prioritizing the creation of a standardized, distance-learning curriculum in the form of an eBook. The eBook was studied through design-based research methodology comprising cycles of designing, testing, evaluating, and reflecting. The evaluation phase involved a quasi-experimental, convergent mixed-methods design including pre-post testing and virtual, semistructured, one-on-one interviews. Students were recruited via faculty partners, snowball sampling, and open calls on social media. Descriptive statistics and Fischer's exact tests were conducted for discrete variables. Paired t tests were performed for continuous variables. Qualitative descriptive analysis was performed to help explain the factual conclusions of the quantitative results. Fifteen students enrolled and thirteen completed the study. Students communicated significant increases in self-reported confidence in general carotid artery stenosis (CAS) knowledge (P = .012), the ability to diagnose CAS (P = .001), the ability to create a CAS management plan (P ≤ .001), and the ability to teach a peer about CAS (P ≤ .001). Students demonstrated a significant increase in CAS knowledge scores (mean increase = 17.9%; t(12) = 3.54; P = .004). Qualitative descriptive analysis provided three insights to explain the quantitative results: (1) eBook self-study required an appropriate amount of mental effort, (2) the eBook helped to prepare students for clinical interactions, and (3) vascular surgery interest is cemented before clinical experiences and eBook use. According to measurable outcomes and lived experiences, student eBook use during clinical rotations led to increased CAS knowledge and self-reported competence in general CAS knowledge, the ability to diagnose and create a management plan for uncomplicated CAS, and the ability to teach peers about CAS. Students value the Association of Program Directors in Vascular Surgery Medical Student Curriculum eBook as a level-appropriate and efficient learning resource. Future studies are warranted to evaluate the validity of chapters beyond the minimal viable product and of