Abstract
OBJECTIVE: The aim of this study was to develop and assess the effectiveness of an online independent learning module for educating preclinical medical students about eating disorders. METHODS: The curriculum was designed using Kern's six-step framework. The 60-min eating disorders module incorporated case-based learning, narrative medicine, and real-time feedback to enhance engagement and critical thinking. Surveys were used to assess medical student attitudes, knowledge, and comfort with eating disorder diagnosis and treatment at pre-training and post-training. Paired t-tests and descriptive statistics were used for analysis. RESULTS: Among 130 preclinical medical students, significant improvements were observed from pre to post-training in diagnostic knowledge (p < 0.05). Students also reported significantly improved comfort with eating disorder screening and differential diagnosis (p < 0.001), as well as significantly improved attitudes about the importance of medical and psychological support for people with eating disorders (p = .008). CONCLUSIONS: Findings provide preliminary evidence of the effectiveness of a brief self-paced independent learning module in improving medical students' knowledge, comfort, and attitudes in the initial identification and management of eating disorders. Future research can build on these initial findings to examine longer-term knowledge sustainment and additional interventions that may influence the application of knowledge or skills in real-world practice.