Medical schools are tasked with the responsibility of facilitating the acquisition of the specific vernacular, skill set, and reasoning capabilities of a physician for a group of individuals with a mélange of diverse experiences. Determining the best methods to train physicians is thus a challenge for those in medical education. Starting with the class of 2021, flipped classroom teaching and learning activities dominate Wright State University Boonshoft School of Medicine’s (WSU-BSOM) curriculum for MS1s and MS2s. This new curriculum is under constant evaluation to make sure it is best serving Boonshoft students. However, evaluating student evaluations on course satisfaction is difficult due to the amount of noise in qualitative data. We thus evaluated the quantitative and qualitative data from the surveys completed by the class of 2021 and correlated them with their NBME and final exam results from each module. It was found that a statistically significant relationship exists between student satisfaction and performance on final exams for most modules in this curriculum. Further studies are needed to create a framework for removing noise from these evaluations so those who design the curriculum may strive to improve student satisfaction in ways that will most improve student performance.
Mackey, M. J. (2019). Examining the Relationship between Medical Student Satisfaction and Academic Performance in a Pre-Clinical, Flipped-Classroom Curriculum. Wright State University. Dayton, Ohio.