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Introduction Cardiac auscultation is an important clinical skill used by health care professionals during bedside patient evaluation and management. To support development of this skill in health sciences students, we created a self-paced, interactive program. This program helps develop foundational skills and knowledge so learners can confidently perform basic cardiac auscultation at the bedside. Methods For novice learners, this program should be used in conjunction with their initial clinical experiences so they can immediately apply what they have learned in the short course. Advanced learners and health care professionals can use this program to review and improve their cardiac auscultation skills. To achieve these objectives, this multimedia program teaches the eight basic heart cadences and their clinical significance through the use of guided tutorials, a gamified e-learning activity, interactive clinical cases, and a self-assessment. A heart sound and murmur library is also included for comparative listening at the bedside. Results Course evaluations from the first- and second-year Clinical Foundations of Medicine courses at the University of Michigan Medical School demonstrate the value of the various sections of the program. Additionally, the clinical cases have been shown to be effective in improving cardiac auscultation knowledge and skills among residents. Discussion All clinical cases in the program are based on authentic clinical problems and were developed by academic cardiologists and internists with expertise in this area. Various sections of this tutorial have been in use at our institution for over 20 years and have been evaluated favorably by our students.

Introduction This resource provides a flipped classroom curriculum for the topics of endometrial hyperplasia and cervical dysplasia. Early intervention for these two precancerous processes can significantly reduce disease morbidity and mortality. This resource was created for medical students rotating on the obstetrics and gynecology clerkship; however, it can be utilized for diverse health care professionals since these two medical issues are commonly seen by all women's health care providers. Methods The flipped classroom curricular design consists of a preclass assignment that provides knowledge content for the learner, followed by class-time application of the knowledge through active learning. The preclass assignment for this flipped classroom curriculum is two short videos, one on endometrial hyperplasia and one on cervical dysplasia and human papilloma virus. These videos utilize a combination of animation and text. The class-time case-based active learning activity is the discussion of two clinical patient cases that focus on the evaluation and management of endometrial hyperplasia and cervical dysplasia. Results This curriculum uses technology in a novel way that enables and empowers the instructor to focus on the learner. Student satisfaction has been very high with this method of teaching. In a postcurricular survey, 89% of students preferred the preclass videos over traditional lecture, and 96% of students preferred the class-time case discussion over traditional lecture format. Discussion We have successfully utilized the flipped classroom curriculum for the gynecologic oncologic topics of the obstetrics and gynecology medical student clerkship since February 2013. A pilot analysis of initial student satisfaction with the curriculum revealed high student satisfaction with both the preclass videos and the class-time case discussion.

This resource is a part of a seven-module curriculum intended to provide teaching faculty caring for well newborns with accessible, approachable, easily delivered, hands-on tools for bedside teaching in the newborn nursery. The seven modules are linked. This module focuses on the demonstration of the Ballard Exam. The template for a Ballard examination is frequently not incorporated into electronic health records and is consequently not being performed as frequently and systematically at our institutions. Medical student, residents, and nursing students have less familiarity with the components of a Ballard examination and are less likely to be able to systematically assess infant gestational age in the absence of formal introduction to the topic. The video was produced as an educational tool by the authors and is used in nursing and physician education at our institutions. The checklist was added and modeled after a newborn physical examination checklist created for our medical students and residents. The checklist was trialed at University of Michigan and Oregon Health & Science University where it has been incorporated as a standard in resident education. Students found the video particularly helpful. The examination can be difficult for first time learners, in particular the neuromuscular maturity portion. Early learners may focus on the physical maturity portion. The video also allows for an opportunity to discuss hand hygiene in patient care. Hand hygiene is of critical importance in the care of all patients, but especially when caring for newborns.

Introduction This resource is a part of a seven module curriculum intended to provide teaching faculty caring for well newborns with accessible, approachable, easily delivered, hands-on tools for bedside teaching in the newborn nursery. The seven modules are linked. Methods This module focuses on acquiring the skills to complete a newborn physical examination. Also included is a guide to newborn reflexes. This checklist has been used for third-year medical students, pediatric, medicine-pediatric and family medicine interns, and physician assistant students at three different institutions. Results This checklist was evaluated by randomizing 22 medical students into one of two groups: students who received feedback using this checklist and students who received routine feedback without using this checklist (control group). At the end of their one week newborn rotation, students' newborn physical exam skills were assessed by a blinded pediatrician. Using the checklist, students were given a score (0 = not done, 1 = needs improvement, 2 = done). Students who had received feedback using this checklist had a higher average score on individual items (average score 1.72 vs. 1.55 for control group, not significant). Discussion Attending physicians found the checklists easy to understand and easy to use. They felt that the checklists improved the quality of the feedback that the students received by covering more areas and by focusing on specific points. This checklist has been part of the University of Michigan student and intern curriculum since 2008.