Integrating Basic Science and Clinical Teaching Using Problem Based Learning Era Buck, PhD Office of Educational Development, UTMB José M. Barral, MD,

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Presentation transcript:

Integrating Basic Science and Clinical Teaching Using Problem Based Learning Era Buck, PhD Office of Educational Development, UTMB José M. Barral, MD, PhD Neuroscience and Cell Biology, UTMB IAMSE conference on Medical Science Education Nashville, TN June 8, 2014

Clinical science Basic science Year 1 Year 2 Year 3 Year 4 Clinical science Basic science Year 1 Year 2 Year 3 Year 4 Transforming the “2 + 2 curriculum”

Basic science Year 1 Year 2 Year 3 Clinical science Basic science Year 1 Year 2 Year 3 Will integration be complete in the TIME curriculum?

What exactly do we mean by “integration”? “Simply creating ‘integrated’ curricula will not automatically create cognitive integration”* “The term ‘integration’ refers to situations in which knowledge from different sources connect and interrelate in a way that fosters understanding and performance of the professional activities of medicine”* “Integration should be understood as a cognitive function or operation that occurs within the learner as he or she links clinical concepts with basic science”* *Kulasegaram KM et al. “Cognition before curriculum: rethinking the integration of Basic Science and Clinical Learning” Academic Medicine 88:1-8, 2013

Clinical science Basic science Benefits of contextual and causal integration “Students who received causally integrated explanations of pathologies were better able to diagnose difficult clinical cases compared with students who were taught the textbook signs and symptoms of the pathologies”* “…experts tend to extract this basic science knowledge when they confront difficult or nonrutine problems.”* *Kulasegaram KM et al. “Cognition before curriculum: rethinking the integration of Basic Science and Clinical Learning” Academic Medicine 88:1-8, 2013

Integration can occur at three levels Program (formal curriculum plan) Course Session “If integration is understood as a cognitive process, then the integration of specific information – via lecture slides, practice problems, evaluations and various media (words, pictures, practical experiences, etc.) – must occur”* “This shift requires that educators pay greater attention to organizing and supporting session-level teaching for integration”* *Kulasegaram KM et al. “Cognition before curriculum: rethinking the integration of Basic Science and Clinical Learning” Academic Medicine 88:1-8, 2013 Thus this workshop!

Workshop objectives Create a learning activity to promote contextual integration of foundational and clinical sciences including target learners, methods and assessment Create a learning activity to promote causal integration of foundational and clinical sciences including target learners, methods and assessment

Example of completed worksheet (contextual)

Its about the Questions