scholarly journals Clinical competencies and the basic sciences: An online case tutorial paradigm for delivery of integrated clinical and basic science content

2009 ◽  
Vol 2 (5) ◽  
pp. 238-243 ◽  
Author(s):  
Camille DiLullo ◽  
Harry J. Morris ◽  
Richard M. Kriebel
Keyword(s):  
Basic Science ◽  
Science Content ◽  
Basic Sciences ◽  
Clinical Competencies

scholarly journals Attitude of Basic Science Medical Students towards Post Graduation in Medicine and Surgery: A Questionnaire based Cross-sectional Study from Western Region of Nepal

1970 ◽  
Vol 1 (4) ◽  
pp. 126-134 ◽  
Author(s):  
Bedanta Roy ◽  
Indrajit Banerjee ◽  
Brijesh Sathian ◽  
Monami Mondal ◽  
Sai Sailesh Kumar ◽  
...  
Keyword(s):  
Medical Students ◽  
Career Choice ◽  
Basic Science ◽  
Female Students ◽  
Male Students ◽  
Sri Lankan ◽  
Basic Sciences ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical Specialties

Background Career choice of medical students plays a vital role for health care system of a country. It also plays a crucial role to bring medical specialties into mainstream focus. Materials and Method A cross-sectional, questionnaire-based study has been performed at Manipal College of Medical Sciences, during the period of 1st May to 31st August–2011. A self reported questionnaire was given to the undergraduate medical students of Basic sciences. Questionnaire included career choices, nature of career, reason for choice, and education level and occupation in their parents. Results Data was collected from 269 medical students, among them 145 males and 124 female students participated in the study. The mean age of Indian (85, 31.6%), Nepalese (110, 40.9%) and Sri Lankan (74, 27.5%) students were 18.3 ± SD 0.7, 18.6 ± SD 0.8 and 18.0 ± SD 1.5 years respectively. Education and Occupation of parents seems to influence the determination of career choice in case of Medical students (p<0.01). Females have 2.19 times preference of choosing Medicine and 0.22 times Surgery compared to males (p<0.01). In case of Nepali male students, Surgery (60.3%) was the most preferred Postgraduate subject followed by medicine (20.6%) and in female students, medicine (44.7%) and OBG (31.9%). But in case of Indian male students 58.0% & 31.4% female students want to choose surgery as their career. 53.1% of the Sri-Lankan male students want to choose medicine as their post graduation and apart from these 50% of the female students also, which is followed by surgery 46.9% (male) and 21.4% (female) respectively. Conclusion Our study supports that Post-graduation in clinical specialties is always preferred over Basic sciences due to more interaction with patients and the practical aspects of medical profession. The relatively less popularity of some streams may show long-term impact on the health of health system of Nepal. Medical Universities have to modify their academic intervention activities to improve the basic science teaching learning programme in Nepal to turn around the deficiency of post graduates in this stream.http://dx.doi.org/10.3126/nje.v1i4.5754 Nepal Journal of Epidemiology 2011;1(4):126-134

Basic science curriculum during residency: justification based on in-training examination scores.

1994 ◽  
Vol 267 (6) ◽  
pp. S109 ◽  
Author(s):  
C P Steffes ◽  
S A Dulchavsky
Keyword(s):  
Basic Science ◽  
Science Curriculum ◽  
State University ◽  
National Data ◽  
Basic Sciences ◽  
Wayne State University ◽  
Science Scores ◽  
Regression Slopes ◽  
American Board Of Surgery ◽  
Basic Science Curriculum

The American Board of Surgery is increasing its emphasis on competency in surgical basic science as part of residency training. The 1991 American Board of Surgery In-Training Examination (ABSITE) contained 135 questions designated as basic science to assess residents' knowledge. We reviewed the separate progression of scores in clinical and basic sciences at Wayne State University (WSU) surgical residency and nationally through the 1991 ABSITE report. Regression analysis of WSU data yielded a slope (% correct answers per postgraduate year) of 5.3 for clinical and 2.4 for basic science scores (P < 0.001 by t-statistic applied to regression slopes). These data imply a progression of knowledge during residency but at a significantly slower rate for basic science. The national data confirm this trend, although we were unable to evaluate it statistically. This situation illustrates the need for organized teaching of clinically relevant basic science as part of a residency curriculum.

scholarly journals Utilization of high-fidelity simulation to address challenges with the basic science immunology education of preclinical medical students

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Marie Cavuoto Petrizzo ◽  
Maria-Louise Barilla-LaBarca ◽  
Youn Seon Lim ◽  
Artemio M. Jongco ◽  
Michael Cassara ◽  
...  
Keyword(s):  
Medical Students ◽  
Education Reform ◽  
Medical School ◽  
Clinical Reasoning ◽  
Basic Science ◽  
Clinical Medicine ◽  
Clinical Manifestations ◽  
Primary Immunodeficiency Disease ◽  
Theory And Practice ◽  
Science Content

Abstract Background Immune function and dysfunction are highly complex basic science concepts introduced in the preclinical medical school curriculum. A challenge for early learners is connecting the intricate details and concepts in immunology with clinical manifestations. This impedes relevance and applicability. The impetus in medical education reform is promoting consolidation of basic science and clinical medicine during the first two years of medical school. Simulation is an innovation now widely employed in medical schools to enhance clinical learning. Its use in basic science curriculums is largely deficient. The authors piloted simulation as a novel curricular approach to enhance fundamental immunology knowledge and clinical integration. Methods The authors introduced a Primary Immunodeficiency Disease (PIDD) simulation during a basic science immunology course for second-year medical students at the Zucker School of Medicine at Hofstra/Northwell. The simulation tasked small groups of students with evaluating, diagnosing and managing an infant with previously undiagnosed immunodeficiency. Joint facilitation by clinical and science faculty during terminal debriefings engaged students in Socratic discussion. Debriefing aimed to immerse basic science content in the context of the clinical case. Students completed a post-simulation Likert survey, assessing utility in reinforcing clinical reasoning, integration of basic science and clinical immunology, enhanced knowledge and understanding of immunodeficiency, and enhanced learning. A summative Immunodeficiency Objective Structured Clinical Examination (OSCE) question was created by faculty to assess students’ recognition of a PIDD and clinical reasoning. Results The simulation was well received by students with > 90% endorsing each of the objectives on the post-simulation survey. The authors also determined a statistically significant score variance on the summative OSCE question. Higher scores were achieved by the cohort of students completing the OSCE post-simulation versus the cohort completing the OSCE pre-simulation. Conclusions The innovative use of simulation in a highly complex basic science immunology course provides relevance and consolidation for preclinical learners. Additional data will be collected to continuously assess application of concepts and proficiency stemming from this novel curricular intervention. The authors advocate the initiation and/or expansion of simulation in non-clinical basic science courses such as immunology to bridge the gap between theory and practice.

How much basic science content do second-year medical students remember from their first year?

2018 ◽  
Vol 41 (2) ◽  
pp. 231-233 ◽  
Author(s):  
Stephen D. Schneid ◽  
Hal Pashler ◽  
Chris Armour
Keyword(s):  
Medical Students ◽  
Basic Science ◽  
First Year ◽  
Science Content ◽  
Second Year

scholarly journals Integrated curriculum: a contemporary innovation strategy in medical education

2020 ◽  
Vol 27 (4) ◽  
pp. 51-61 ◽  
Author(s):  
O. E. Osadchii
Keyword(s):  
Medical Education ◽  
Problem Solving ◽  
Vertical Integration ◽  
Basic Science ◽  
Integrated Curriculum ◽  
Medical Knowledge ◽  
Horizontal Integration ◽  
Basic Sciences ◽  
Team Working ◽  
Science Disciplines

In its traditional form, medical education begins with learning basic science disciplines, with subsequent transition to clinical training. The basic sciences are taught as a series of separate academic courses, with no coordination applied at the inter-disciplinary level. During past decades, the integrated curriculum has become increasingly popular as a novel instructional strategy that promotes contextual learning in medical practice. The curriculum breaks down the barriers between basic and clinical sciences (vertical integration), interconnects teaching of various basic science disciplines (horizontal integration) and facilitates the acquisition of critical thinking, problem-solving and team-working skills through collaborative learning. The vertical integration is encouraged with training in clinical and communication skills starting in the first semester, teaching basic sciences at the interface with medical problems and involving clinicians in giving lectures on applied anatomy and clinical physiology. In order to facilitate the horizontal integration, basic science disciplines are taught concurrently within interdisciplinary units aligned around the body organ systems. This contributes to a better understanding of complex interrelations between structure and function and stimulates wider insights into mechanisms of the disease. The integrated curriculum supports conceptual learning rather than simple memorisation of fragmented factual knowledge. As such, it relieves the information overload imposed on students due to a rapid growth of medical knowledge in the contemporary world. With the integrated curriculum, the main emphasis is placed on problem-oriented learning guided by an experienced tutor in a small group of students. In this setting, a realistic medical case is used as a trigger for discussion aimed at linking basic science concepts with the clinical problem. Through collaborative problem-solving, students develop a clinical reasoning and team-working skills. Overall, problem-based learning puts forward a student-centred approach in a sense that students themselves are primarily responsible for identifying relevant learning objectives and self-guided acquisition of medical knowledge. This raises their motivation in learning basic sciences and markedly improves the perception of learning environment. In summary, the integrated curriculum offers a number of benefits to medical students and appears to provide an effective instrument in developing professional competencies required in clinical work.

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