LEARNING MOMENT: FEATURES OF ONLINE ASYNCHRONOUS LEARNING TOOL THAT MAXIMIZE ACCEPTANCE AND ADOPTION BY MEDICAL STUDENTS Dea Biancarelli*1 ; Andrew Chu*2; Mari-Lynn Drainoni1,2, PhD; Jeff Schneider2,3, MD; Catharine Wang1, PhD; Vonzella Bryant2,3, MD ; Alexander Sheng2,3, MD 1. Boston University School of Public Health, 2. Boston University School of Medicine, 3. Boston Medical Center, *Equal Contributors CLICK TO GO BACK TO KIOSK MENU BACKGROUND RESULTS Learning Moment (LM) is a novel asynchronous learning tool that promotes experiential learning through documentation, reflection, and sharing of learning experiences. Students enter concise learning pearls into a learning ePortfolio. Pearls are shared with an online learning community of peers. “But [entry fields that were not clinical pearl] puts a burden on the user…to input all these other fields.” Need for maximal simplicity and ease of use: Simple design and high usability were favorite aspects of LM. Any steps perceived as extraneous felt overly burdensome and disengaged users. Attitudes were shaped by time scarcity, alternative learning tools, and competing priorities. Maximal Simplicity and Ease of Use Increased acceptance and adoption of LM Compatibility to learning style Department-wide Acceptance & Integration “I like the sort of minimalist style you guys used. I love that. You know, it makes it pleasant and makes it useful and easy. OBJECTIVE To identify LM features that would optimize acceptance and use by medical students. Compatibility to existing learning style Many students embraced LM’s ”Twitter” approach: Clinical pearls were encouraged to be concise and high yield Others felt this approach did not sync with their learning style—pearls were too short and/or too random and unrelated in subject matter. Community Engagement at Multiple Levels The “Fear Of Missing Out (FOMO)” mentality: Students perceived greater utility of LM the more it was used by their peers. Students were more willing to accept and use LM because it was valued by the entire department; especially when faculty and residents would integrate LM into daily workflow and didactics. METHODS We implemented LM into the educational infrastructure of our third and fourth year medical student clerkships. 30 students completed the System Usability Scale (SUS) survey to evaluate its usability. 13 medical students were interviewed using standard qualitative methods. “It's hard to learn something so significant from a one sentence thing, at least through the way I learn. I just found better ways to learn, and Learning Moment is not one of them.” RESULTS Strongly disagree Disagree Neutral Agree Strongly agree “You need a lot of buy-in for it to be good… if I were using that on every single rotation, or if it were in my residency and everyone in my residency was using it…I would totally use it, because I think it's a good tool. If everybody's using it or is using it consistently throughout the year, I would totally use it.” CONCLUSIONS When designing new learning technologies for medical students, consider the following lessons learned: Involve target users in every step of the design and development process to maximize simplicity and usability. Build features that satisfy a diversity of learning styles. Involve the entire department and find ways to incorporate the tool into the educational infrastructure and daily workflow.