Jimison, Ryan C.

Abstract Introduction: Asynchronous online courses are plagued with the challenge of engaging students consistently. Behavioral interventions, such as bottlenecks (enforced deadlines) and nudges (automated reminders), may modulate behaviors that lead to engagement and can now be easily applied and measured in a Learning Management System (LMS). Methods: This study included three groups of three asynchronous online courses each over three academic quarters. Two distinct behavioral interventions, bottlenecks and nudges, were implemented to increase engagement with the course compared to non-intervention controls. Results: The results showed that behavioral intervention tools increase student engagement with course materials by measures of increased student access to the course and reduced time to quiz completion. However, there was no significant impact in grades across the three groups. Conclusion: The use of nudges and bottlenecks as behavioral interventions to increase engagement in asynchronous courses for Clinical and Translational Science Education is recommended as part of best practice in course design with the same or similar structure.

Objective Asking students to answer 30 + questions in an optional student evaluation of teaching (SET) increases the likelihood that instructors may not receive critical feedback due to survey fatigue. A considerable body of educational research on how to incentivize student completion of SETs offers a variety of suggestions to combat fatigue, perceptions of value, and other issues. Methods This retrospective cohort study from January 2021 to March 2024 investigates the impact of a shortened, 4-question mandatory SET on response rates and qualitative feedback within a Clinical and Translational Science (CTS) program. Unadjusted linear mixed-effects regression models assessed the relationships of SET type (optional SET vs experimental SET) and SET response outcomes. Results Over the course of the study, 844 students completed optional (N = 473) and experimental (N = 371) SETs. Requiring SET completion to access assessments increased both participation (Estimate 62.43, 95% CI: 52.41-72.45; P < .001) and qualitative responses (Est. 43.65, 95% CI: 32.24-55.05; P < .001). Relative to the optional SET, the experimental SET was associated with more blank qualitative responses (Est. 7.28, 95% CI: 4.70-9.86; P < .001) and a higher total word count (Est. 989.59, 95% CI: 513.78-1465.40; P < .001). Course satisfaction scores did not differ significantly between survey types (Est. 0.05, 95% CI: −0.13-0.22; P = .60). Conclusion This study's findings demonstrate that short, mandatory, learning management system-integrated SETs effectively increase qualitative feedback and can offer a feasible model for institutions aiming to gather actionable items to inform course design and delivery.

Introduction As the pandemic continues with new variants emerging, faculty and students require support with education's rapid shift to the virtual space. The Mayo Clinic Center for Clinical and Translational Science curriculum team works closely with faculty to support a smooth transition to offering graduate courses in a virtual learning environment. The aim of the present project was to explore faculty and student perceptions of these remote learning strategies to gain an understanding of the innovations required to improve future educational offerings. Methods All faculty and learners involved in nine Clinical and Translational Science courses in spring 2020 were invited to participate in a web-based questionnaire. Quantitative analysis was performed on closed-ended items, including 5-point Likert-scale questions used to assess the range of views. Qualitative free-text responses were independently analyzed for repetitive themes and summarized. Additionally, comparisons of faculty and course evaluations and student grade point averages (GPAs) from the in-person courses and their subsequent virtual course offerings were considered. Results Survey results indicated several positive impacts with moving courses into the virtual environment, including increased accessibility as well as more student-centered education. Learners joining from sites outside of the originating campus were especially grateful for the virtual classroom because they felt newly integrated within classes. Faculty and course evaluations, as well as student GPAs, remained consistent. Conclusion New COVID-19 variants continue to shift education online, and innovative ideas are required to further improve future virtual course offerings. Increased engagement is warranted, both from faculty to incorporate activities designed specifically for a virtual classroom, and from students to increase participation by activating their microphones and webcams. Greater opportunities for global involvement and connectedness arise. Finally, this project advocates for adequate eLearning staffing to support quality online education as the need for pedagogical and technical provision continues.