Building upon the foundational science curriculum with physiology-based grand rounds: a multi-institutional program evaluation

Langer, Arielle L; Block, Brian L.; Schwartzstein, Richard M.; Richards, Jeremy B.

doi:10.1080/10872981.2021.1937908

Cited by 4 publications

(1 citation statement)

References 18 publications

(24 reference statements)

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“…Thus, cognitive integration has gained recognition as a pedagogical strategy that purposefully links biomedical and clinical science concepts by facilitating an understanding of the causal mechanisms that produce signs and symptoms of disease [15,16]. In contrast to the now pervasive integration of the clinical sciences into the pre-clerkship curriculum, approaches to integrate the biomedical sciences into clerkships using program-, clerkship-, and bedside-level innovations have only begun to gain traction [17][18][19][20]. Ideally, approaches to help students apply their biomedical science knowledge in the clinical environment would also provide them opportunities to develop self-directed learning skills to support lifelong learning [21].…”

Section: Introductionmentioning

confidence: 99%

How Medical Students Apply Their Biomedical Science Knowledge to Patient Care in the Family Medicine Clerkship

et al. 2022

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Medical students enter clerkships with the requisite biomedical science knowledge to engage in supervised patient care. While poised to apply this knowledge, students face the cognitive challenge of transfer: applying knowledge learned in one context (i.e., preclinical classroom) to solve problems in a different context (i.e., patients in the clinic). To help students navigate this challenge, a structured reflection exercise was developed using Kolb’s experiential learning cycle as an organizing framework. Students selected a patient encounter (concrete experience), wrote and addressed biomedical science learning objectives related to the care of the patient (reflective observation), reflected on how addressing the learning objectives influenced patient care (abstract conceptualization), and described their attending engaging in a similar process (active experimentation). A directed content analysis of students’ written reflections revealed that most students wrote clinical science learning objectives in addition to biomedical science learning objectives. When viewed through the lenses of knowledge encapsulation theory and illness script theory, some students recognized knowledge encapsulation as a process beginning to occur in their own approach and their attendings’ approach to clinical reasoning. Students readily applied their biomedical science knowledge to explain the pathophysiologic basis of disease (fault illness script domain) and signs and symptoms (consequence illness script domain), with fewer addressing predisposing conditions (enabling conditions illness script domain). Instances in which students observed their attending applying biomedical science knowledge were rare. Implications for using structured reflective writing as a tool to facilitate student application of their biomedical science knowledge in clerkships are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-022-01697-5.

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Section: Introductionmentioning

confidence: 99%

How Medical Students Apply Their Biomedical Science Knowledge to Patient Care in the Family Medicine Clerkship

et al. 2022

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The effectiveness of concept mapping as a tool for developing critical thinking in undergraduate medical education – a BEME systematic review: BEME Guide No. 81

Fonseca,

Marvão,

Oliveira

et al. 2023

Medical Teacher

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Does Medical Education Require Radical Change?

Chatzistamou

2024

Journal of Medical Education and Curricular Development

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Over the last decades, the amount of knowledge that is required from learners in the medical field has become incredibly wide and deep, posing a burden for all stakeholders including medical schools, training hospitals, students, and society. The trajectory that has been established will soon render medical education ineffective, both from the perspective of the students who will not be able to productively internalize and effectively integrate the information they receive, and of the institutions and medical programs that will be unable to keep up with the pace of the medical progress and the relevant subject matter that needs to be taught. To address this burden, sooner than later, bold actions should be taken toward the radical transformation of the medical curriculum both in terms of its duration and its implementation and of the type of knowledge that the medical students will need to excel in, as a prerequisite for their subsequent training.

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Building upon the foundational science curriculum with physiology-based grand rounds: a multi-institutional program evaluation

Cited by 4 publications

References 18 publications

How Medical Students Apply Their Biomedical Science Knowledge to Patient Care in the Family Medicine Clerkship

How Medical Students Apply Their Biomedical Science Knowledge to Patient Care in the Family Medicine Clerkship

The effectiveness of concept mapping as a tool for developing critical thinking in undergraduate medical education – a BEME systematic review: BEME Guide No. 81

Does Medical Education Require Radical Change?

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