Since 2008, scholars at the University of Michigan have been mentored in writing their NIH (K) career award applications as a part of a 3 session face-to-face (F2F) workshop. Each session focused on a section of the award application. Sessions started with a lecture followed by small group activity to get peer and mentor feedback. Working on award applications in small groups with mentors and peers provided a rich experience. Significant F2F time was spent on the lecture, a passive learning activity. We sought to maximize the active learning time in the F2F sessions without increasing the overall session length.

1. Tailored messaging for learner motivation
Immediate feedback on each pre test answer:
 Indicated correct or incorrect
 Details of correct answer not revealed
 Learner encouraged to pay greater attention to lecture video
Immediate feedback on each post test answer:
 Correct answer revealed
 Detailed explanation provided
Scholars completed online modules and drafted the pertinent section of the award
application during the 2 week window at their own pace.
 Short term retention of lecture content was
evident from an increased proportion of
correct answers after the watching the
lecture video.
 Differences in group means for pre and post
video knowledge errors (e) were found
statistically significant (p=.01) using a
paired, two-tailed t-test. As the sample was
small, we combined error rates for all
modules rather than analyzing errors on
individual questions.
 Amongst individual questions, largest
reductions in knowledge gaps was observed
for training and mentoring plan, and goals
of the NIH K funding mechanism.
 Amongst application sections, greatest
impact was seen for career development
plan section.
2 WEEKS OF SELF PACED LEARNING ACTIVITIES
 Online modules provide self paced
learning just in time before the F2F
sessions.
 Reduction in knowledge gaps
demonstrates short term retention which is
necessary to begin writing the application
section.
 No additional F2F lecturing occurred.
Attendees were able to learn activity in
small group throughout the F2F sessions.
DOES BLENDED DELIVERY ENHANCE LEARNING
ABOUT GRANT APPLICATION DEVELOPMENT?
Divecha, V., Anderson, L., Mani, N.S., Calvin-Naylor, N., Eakin, B.L.
University of Michigan, Ann Arbor
DISCUSSION
 Since 2008, scholars at the University of Michigan
have been mentored in writing their NIH (K) career
award applications as a part of a 3 session face-to-
face (F2F) workshop.
 Each session focused on a section of the award
application. Sessions started with a lecture followed
by small group activity to get peer and mentor
feedback.
 Working on award applications in small groups with
mentors and peers provided a rich experience.
 Significant F2F time was spent on the lecture, a
passive learning activity.
INTRODUCTION
We sought to maximize the active learning time in the
F2F sessions without increasing the overall session
length.
This project supported by grant number 2UL1TR000433-06 from the National Center for Advancing Translational Sciences (NCATS)
Online Module
Knowledge
Checks:
Pre Test
Lecture Video
Knowledge
Checks:
Post Test
Draft Section of
Award
Application
Use knowledge
from online
module
Draft related
section of
award
application
F2F Session
Feedback
Critique
Discussion
DELIVERY METHOD
RESULTS
DESIGN
 In 2012, three lecture videos followed by knowledge
check questions were made available 2 weeks in
advance of the upcoming F2F session. Sample grants
and templates were also made available for reference
through a course collaboration website.
 The online modules were upgraded in 2013 with
studio grade videos to replace the pilot videos from
2012. Pre and post knowledge check questions
accompanied the videos to form the online module.
 Online modules were delivered via the Qualtrics
survey platform, allowing rich interactions through
branching logic and tailored feedback.
SPECIFIC AIM
Research Plan
Career Development Plan
Candidate Background & Timelines
NIH K Award Application Sections
Foci of three learning cycles
Learning Cycle
For each focus area of the award application
Knowledge Checks
Before Watching Lecture Videos
Online
module
Attempted
questions
Correct
answers
Incorrect
answers
1 182 143 39
2 80 39 41
3 28 22 6
290 204 86
Online
module
Attempted
questions
Correct
answers
Incorrect
answers
1 140 140 0
2 69 63 6
3 28 26 2
237 290 8
Knowledge Checks
After Watching Lecture Videos
 Thoughtful online learning requires significant
expertise and effort. More than 200 person-
hours were spent in design and development of
interactive online modules.
 Care was taken at the design stage to allow
reuse of online modules to justify the high
initial investment.
CONCLUSIONS204
Correct
Answers
86
Incorrect
Answers
290
Correct
Answers
8
Incorrect
Answers