Integrating basic, clinical, and health system science in a medical neuroscience course of an integrated pre-clerkship curriculum

IF 5.2 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Richard L. Goodwin, Asa C. Black Jr, Thomas I. Nathaniel
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Abstract

Basic science, clinical science, and health system science (HSS) have become three pillars of integration upon which modern, post-Flexner, medical education is now based. Because of this new approach to curricular integration in a clinical presentation curruculum, medical training is now placed in the context of healthcare delivery. This study described the design, implementation, and assessment of an integrated teaching strategy, including the effect on students' performance in a medical neuroscience course's summative and formative examinations of an integrated clinical presentation curriculum. The integrated teaching of basic science content, clinical case discussion, and HSS was performed in the first year of an allopathic integrated pre-clerkship curriculum. The two cohorts were from two different years, spring 2018 and 2019. The acceptance of the integrated teaching strategy by medical students was above 80% in all categories that were assessed, including enhancing the integrated experience in learning basic and clinical science materials in the context of HSS; understanding of the learning lessons; facilitation of self-directed learning; provision of a better learning environment; and a holistic understanding of materials including the relevance of HSS issues in the discussion of neurological cases in the medical career of the students. More than 90% of the students scored ≥70% in summative questions mapped to the four learning objectives of the integrated teaching session. The objectives are the correlation of structure to specific functions (94.0 ± 0.21), clinical anatomical features of the nervous system (95.0 ± 0.27), cross-sectional features of the nervous system (96.0 ± 0.31), and the effect of lesions on the structure and functional pathways of the nervous system (97.0 ± 0.34). This result was significantly higher when compared to students' performance in the non-integrated teaching cohort (p < 0.05). Formative assessments (F(7,159) = 92.52, p < 0.001) were significantly different between the two groups. When medical students were evaluated using the same questions for formative assessment, they performed better in the integrated teaching cohort (*p < 0.05) compared to the non-integrated teaching cohort (**p < 0.05).

将基础科学、临床科学和卫生系统科学整合到一门医学神经科学课程中。
基础科学、临床科学和卫生系统科学(HSS)已成为现代后Flexner医学教育的三大融合支柱。由于在临床演示课程中采用了这种新的课程整合方法,医学培训现在被置于医疗保健提供的背景下。本研究描述了综合教学策略的设计、实施和评估,包括对学生在医学神经科学课程综合临床演示课程的总结性和形成性考试中表现的影响。基础科学内容、临床病例讨论和HSS的综合教学是在对抗疗法综合前牧师课程的第一年进行的。这两组人分别来自2018年春季和2019年。在评估的所有类别中,医学生对综合教学策略的接受率都在80%以上,包括在HSS背景下增强学习基础科学和临床科学材料的综合体验;对经验教训的理解;促进自主学习;提供更好的学习环境;以及对材料的全面理解,包括HSS问题在学生医学生涯中讨论神经病例时的相关性。超过90%的学生在与综合教学课程的四个学习目标相关的总结性问题中得分≥70%。目标是结构与特定功能的相关性(94.0 ± 0.21),神经系统的临床解剖特征(95.0 ± 0.27),神经系统的横截面特征(96.0 ± 0.31),以及病变对神经系统结构和功能途径的影响(97.0 ± 0.34)。与非综合教学组学生的表现相比,这一结果显著更高(p
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来源期刊
Anatomical Sciences Education
Anatomical Sciences Education Anatomy/education-
CiteScore
10.30
自引率
39.70%
发文量
91
期刊介绍: Anatomical Sciences Education, affiliated with the American Association for Anatomy, serves as an international platform for sharing ideas, innovations, and research related to education in anatomical sciences. Covering gross anatomy, embryology, histology, and neurosciences, the journal addresses education at various levels, including undergraduate, graduate, post-graduate, allied health, medical (both allopathic and osteopathic), and dental. It fosters collaboration and discussion in the field of anatomical sciences education.
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