Washington University in St. Louis (WU)
Medical education curriculum changes are frequently made based on popular opinion, anecdotal evidence or based on expectations of governing bodies. A commitment must be made to evaluating the impact of curricular changes from both qualitative and quantitative views. As such, I am interested in evaluating the impact of curricular changes, specifically the addition of active education tools, on knowledge outcomes with respect to knowledge acquisition and long-term retention as well as development of professional identity.