Interest in nephrology among trainees is waning in the US. Early perceptions and attitudes to
subject matter can be linked to the quality of pre-clinical curricula. We wanted to explore these
attitudes in the setting of modern curriculum redesign. We utilized Q methodology to understand
first-year medical student attitudes after an innovative kidney physiology curriculum redesign that
focuses on blending multiple learning methods. First-year medical students were invited to take a
Q sort survey at the conclusion of a kidney physiology course. Students prioritized statements
related to their understanding of kidney physiology, learning preferences, preferred course
characteristics, perceived clinical relevance of kidney physiology, and interest in nephrology as a
career. Factor analysis was performed to identify different student viewpoints. At the conclusion of
our modified course, all students (n = 108) were invited to take the survey and 44 (41%) Q sorts
were returned. Two dominant viewpoints were defined according to interest in nephrology. The
Potentials are students who understand kidney physiology, perceive kidney physiology as
clinically relevant, attend class sessions, utilize videos, and are willing to shadow a nephrologist.
The Uninterested are students who are less satisfied with their kidney physiology knowledge,
prefer to study alone with a textbook, avoid lectures, and are not interested in learning about
nephrology. In an updated renal physiology course, students that use multiple learning methods
also have favorable attitudes towards learning kidney physiology. Thus, modern curriculum
changes that accommodate a variety of learning styles may promote positive attitudes toward
nephrology.
Interest in nephrology among trainees is waning in the US. Early perceptions and attitudes to
subject matter can be linked to the quality of pre-clinical curricula. We wanted to explore these
attitudes in the setting of modern curriculum redesign. We utilized Q methodology to understand
first-year medical student attitudes after an innovative kidney physiology curriculum redesign that
focuses on blending multiple learning methods. First-year medical students were invited to take a
Q sort survey at the conclusion of a kidney physiology course. Students prioritized statements
related to their understanding of kidney physiology, learning preferences, preferred course
characteristics, perceived clinical relevance of kidney physiology, and interest in nephrology as a
career. Factor analysis was performed to identify different student viewpoints. At the conclusion of
our modified course, all students (n = 108) were invited to take the survey and 44 (41%) Q sorts
were returned. Two dominant viewpoints were defined according to interest in nephrology. The
Potentials are students who understand kidney physiology, perceive kidney physiology as
clinically relevant, attend class sessions, utilize videos, and are willing to shadow a nephrologist.
The Uninterested are students who are less satisfied with their kidney physiology knowledge,
prefer to study alone with a textbook, avoid lectures, and are not interested in learning about
nephrology. In an updated renal physiology course, students that use multiple learning methods
also have favorable attitudes towards learning kidney physiology. Thus, modern curriculum
changes that accommodate a variety of learning styles may promote positive attitudes toward
nephrology.
Interest in nephrology among trainees is waning in the US. Early perceptions and attitudes to
subject matter can be linked to the quality of pre-clinical curricula. We wanted to explore these
attitudes in the setting of modern curriculum redesign. We utilized Q methodology to understand
first-year medical student attitudes after an innovative kidney physiology curriculum redesign that
focuses on blending multiple learning methods. First-year medical students were invited to take a
Q sort survey at the conclusion of a kidney physiology course. Students prioritized statements
related to their understanding of kidney physiology, learning preferences, preferred course
characteristics, perceived clinical relevance of kidney physiology, and interest in nephrology as a
career. Factor analysis was performed to identify different student viewpoints. At the conclusion of
our modified course, all students (n = 108) were invited to take the survey and 44 (41%) Q sorts
were returned. Two dominant viewpoints were defined according to interest in nephrology. The
Potentials are students who understand kidney physiology, perceive kidney physiology as
clinically relevant, attend class sessions, utilize videos, and are willing to shadow a nephrologist.
The Uninterested are students who are less satisfied with their kidney physiology knowledge,
prefer to study alone with a textbook, avoid lectures, and are not interested in learning about
nephrology. In an updated renal physiology course, students that use multiple learning methods
also have favorable attitudes towards learning kidney physiology. Thus, modern curriculum
changes that accommodate a variety of learning styles may promote positive attitudes toward
nephrology.
Interest in nephrology among trainees is waning in the US. Early perceptions and attitudes to
subject matter can be linked to the quality of pre-clinical curricula. We wanted to explore these
attitudes in the setting of modern curriculum redesign. We utilized Q methodology to understand
first-year medical student attitudes after an innovative kidney physiology curriculum redesign that
focuses on blending multiple learning methods. First-year medical students were invited to take a
Q sort survey at the conclusion of a kidney physiology course. Students prioritized statements
related to their understanding of kidney physiology, learning preferences, preferred course
characteristics, perceived clinical relevance of kidney physiology, and interest in nephrology as a
career. Factor analysis was performed to identify different student viewpoints. At the conclusion of
our modified course, all students (n = 108) were invited to take the survey and 44 (41%) Q sorts
were returned. Two dominant viewpoints were defined according to interest in nephrology. The
Potentials are students who understand kidney physiology, perceive kidney physiology as
clinically relevant, attend class sessions, utilize videos, and are willing to shadow a nephrologist.
The Uninterested are students who are less satisfied with their kidney physiology knowledge,
prefer to study alone with a textbook, avoid lectures, and are not interested in learning about
nephrology. In an updated renal physiology course, students that use multiple learning methods
also have favorable attitudes towards learning kidney physiology. Thus, modern curriculum
changes that accommodate a variety of learning styles may promote positive attitudes toward
nephrology.
Interest in nephrology among trainees is waning in the US. Early perceptions and attitudes to
subject matter can be linked to the quality of pre-clinical curricula. We wanted to explore these
attitudes in the setting of modern curriculum redesign. We utilized Q methodology to understand
first-year medical student attitudes after an innovative kidney physiology curriculum redesign that
focuses on blending multiple learning methods. First-year medical students were invited to take a
Q sort survey at the conclusion of a kidney physiology course. Students prioritized statements
related to their understanding of kidney physiology, learning preferences, preferred course
characteristics, perceived clinical relevance of kidney physiology, and interest in nephrology as a
career. Factor analysis was performed to identify different student viewpoints. At the conclusion of
our modified course, all students (n = 108) were invited to take the survey and 44 (41%) Q sorts
were returned. Two dominant viewpoints were defined according to interest in nephrology. The
Potentials are students who understand kidney physiology, perceive kidney physiology as
clinically relevant, attend class sessions, utilize videos, and are willing to shadow a nephrologist.
The Uninterested are students who are less satisfied with their kidney physiology knowledge,
prefer to study alone with a textbook, avoid lectures, and are not interested in learning about
nephrology. In an updated renal physiology course, students that use multiple learning methods
also have favorable attitudes towards learning kidney physiology. Thus, modern curriculum
changes that accommodate a variety of learning styles may promote positive attitudes toward
nephrology.
Interest in nephrology among trainees is waning in the US. Early perceptions and attitudes to
subject matter can be linked to the quality of pre-clinical curricula. We wanted to explore these
attitudes in the setting of modern curriculum redesign. We utilized Q methodology to understand
first-year medical student attitudes after an innovative kidney physiology curriculum redesign that
focuses on blending multiple learning methods. First-year medical students were invited to take a
Q sort survey at the conclusion of a kidney physiology course. Students prioritized statements
related to their understanding of kidney physiology, learning preferences, preferred course
characteristics, perceived clinical relevance of kidney physiology, and interest in nephrology as a
career. Factor analysis was performed to identify different student viewpoints. At the conclusion of
our modified course, all students (n = 108) were invited to take the survey and 44 (41%) Q sorts
were returned. Two dominant viewpoints were defined according to interest in nephrology. The
Potentials are students who understand kidney physiology, perceive kidney physiology as
clinically relevant, attend class sessions, utilize videos, and are willing to shadow a nephrologist.
The Uninterested are students who are less satisfied with their kidney physiology knowledge,
prefer to study alone with a textbook, avoid lectures, and are not interested in learning about
nephrology. In an updated renal physiology course, students that use multiple learning methods
also have favorable attitudes towards learning kidney physiology. Thus, modern curriculum
changes that accommodate a variety of learning styles may promote positive attitudes toward
nephrology.
Interest in nephrology among trainees is waning in the US. Early perceptions and attitudes to
subject matter can be linked to the quality of pre-clinical curricula. We wanted to explore these
attitudes in the setting of modern curriculum redesign. We utilized Q methodology to understand
first-year medical student attitudes after an innovative kidney physiology curriculum redesign that
focuses on blending multiple learning methods. First-year medical students were invited to take a
Q sort survey at the conclusion of a kidney physiology course. Students prioritized statements
related to their understanding of kidney physiology, learning preferences, preferred course
characteristics, perceived clinical relevance of kidney physiology, and interest in nephrology as a
career. Factor analysis was performed to identify different student viewpoints. At the conclusion of
our modified course, all students (n = 108) were invited to take the survey and 44 (41%) Q sorts
were returned. Two dominant viewpoints were defined according to interest in nephrology. The
Potentials are students who understand kidney physiology, perceive kidney physiology as
clinically relevant, attend class sessions, utilize videos, and are willing to shadow a nephrologist.
The Uninterested are students who are less satisfied with their kidney physiology knowledge,
prefer to study alone with a textbook, avoid lectures, and are not interested in learning about
nephrology. In an updated renal physiology course, students that use multiple learning methods
also have favorable attitudes towards learning kidney physiology. Thus, modern curriculum
changes that accommodate a variety of learning styles may promote positive attitudes toward
nephrology.
Interest in nephrology among trainees is waning in the US. Early perceptions and attitudes to
subject matter can be linked to the quality of pre-clinical curricula. We wanted to explore these
attitudes in the setting of modern curriculum redesign. We utilized Q methodology to understand
first-year medical student attitudes after an innovative kidney physiology curriculum redesign that
focuses on blending multiple learning methods. First-year medical students were invited to take a
Q sort survey at the conclusion of a kidney physiology course. Students prioritized statements
related to their understanding of kidney physiology, learning preferences, preferred course
characteristics, perceived clinical relevance of kidney physiology, and interest in nephrology as a
career. Factor analysis was performed to identify different student viewpoints. At the conclusion of
our modified course, all students (n = 108) were invited to take the survey and 44 (41%) Q sorts
were returned. Two dominant viewpoints were defined according to interest in nephrology. The
Potentials are students who understand kidney physiology, perceive kidney physiology as
clinically relevant, attend class sessions, utilize videos, and are willing to shadow a nephrologist.
The Uninterested are students who are less satisfied with their kidney physiology knowledge,
prefer to study alone with a textbook, avoid lectures, and are not interested in learning about
nephrology. In an updated renal physiology course, students that use multiple learning methods
also have favorable attitudes towards learning kidney physiology. Thus, modern curriculum
changes that accommodate a variety of learning styles may promote positive attitudes toward
nephrology.
