ACQUIRED: An Innovative Asynchronous Modality to Increase Quality Teacher-Learner Dialogue and Overcome Classroom Barriers in Basic Science Medical Education.

Authors

• Brianne E. Lewis
• Stefanie M. Attardi, Oakland University William Beaumont School of Medicine
• Kara E. Sawarynski, Oakland University William Beaumont School of Medicine

Document Type

Article

Publication Date

4-1-2025

Publication Title

Med Sci Educ

Abstract

UNLABELLED: Learners are faced with psychological and temporal classroom barriers that may preclude participation and learning. We present an asynchronous instructional design modality aiming to address learning barriers, retain active learning, and foster quality teacher-learner interactions. We designed and evaluated individualized online lessons constructed with flexible navigation, short instructional videos, integrated formative assessment, and reflection questions with bidirectional teacher-learner communication. Narrative student comments (

SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s40670-024-02248-w.

Volume

35

Issue

2

First Page

905

Last Page

917

Recommended Citation

Lewis BE, Attardi SM, Sawarynski KE. ACQUIRED: An Innovative Asynchronous Modality to Increase Quality Teacher-Learner Dialogue and Overcome Classroom Barriers in Basic Science Medical Education. Med Sci Educ. 2025 Feb 6;35(2):905-917. doi: 10.1007/s40670-024-02248-w. PMID: 40353002; PMCID: PMC12058606.

DOI

10.1007/s40670-024-02248-w

ISSN

2156-8650

PubMed ID

40353002