Cross-sectional comparison of spiral versus block integrated curriculums in preparing medical students to diagnose and manage concussions

Fraser, Sarah; Wright, Alexander D.; Donkelaar, Paul; Smirl, Jonathan D

doi:10.1186/s12909-018-1439-0

Cited by 17 publications

(21 citation statements)

References 19 publications

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“…(Arantes, Andrade, Barbosa, & Ferreira, 2020) The findings of our study are also supported by the work of Sarah Fraser et al who reported a strong understanding of knowledge resulting from the integrated teaching. (Fraser et al, 2019)Munazza Asad reported that multiple strategies employed in an integrated curriculum help enhance concept making in the students which supports the findings of this research. (Asad & Khaliq, 2020) As Ambreen Gul et al reported in their article that innovative teaching strategies like CBL, are an effective means to learn and consolidate concepts for students in the pre-clinical years and these findings support the assertions made in our study.…”

Section: Students Perception Of the Importance Of Disciplinesupporting

confidence: 82%

“…(Zhao et al, 2020) The integrated curriculum promotes a strong understanding and retention of knowledge as reported by Sarah Fraser et al and this is in agreement with the findings of our study. (Fraser, Wright, van Donkelaar, & Smirl, 2019) The study finding also parallels the assertions made that breaking down the boundaries between basic and clinical sciences would improve retentions. (Brauer & Ferguson, 2015) Conceptual knowledge of students: Our study found that conceptual knowledge of the students has improved since the introduction of integration.…”

Section: Students Perception Of the Importance Of Disciplinesupporting

confidence: 75%

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A Qualitative Exploratory Study to Elucidate The Impact of Integration on Pre-Clinical Disciplines Compared to Disciplines-Based Curriculum

Zaidi¹,

Yasmeen²,

Khan³

et al. 2021

PJMHS

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Introduction: While most of the institution in our country follow the Flexnerian model of medical education, only a handful of medical colleges have embraced the integrated medical curriculum. Literature on impact of integration on the preclinical disciplines is sparse. This study aims to elucidate the impact of integration on the preclinical disciplines, their content, teaching, learning, and assessment. Methods: This qualitative exploratory study was conducted at the University College of Medicine and Dentistry from July to September 2020. Twenty-one semi-structured interviews were conducted with the faculty members from pre-clinical disciplines (Physiology, Anatomy, Biochemistry, Pharmacology, Pathology, Forensic Medicine & Community Medicine). The data was recorded, transcribed, coded and thematic analysis was done by using Atlas Ti version 7. Results: The thematic analysis of the transcripts resulted in twenty subthemes, from which five themes emerged. The study revealed that the faculty of preclinical disciplines perceived that departmental identity has been compromised since the switch to integrated medical curriculum. But, the relationships, both intradepartmental and interdepartmental of preclinical disciplines have improved significantly. Moreover, the number and depth of topics has also been affected. But the students learning approach was of major concern for the respondents. The student’s performance in the assessments was affected due to their learning approaches. Even though the number of assessments were deemed adequate, the depth of assessments had been negatively affected as a result of integrated assessments. Conclusion: Integrated curriculum has profound impact on pre-clinical disciplines. Any institution that wishes to introduce a modular integrated curriculum should take into account the findings reported in this study. Keywords: preclinical disciplines, organ system-based curriculum, impact of integration, faculty perspective, exploratory study

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Section: Students Perception Of the Importance Of Disciplinesupporting

confidence: 82%

Section: Students Perception Of the Importance Of Disciplinesupporting

confidence: 75%

A Qualitative Exploratory Study to Elucidate The Impact of Integration on Pre-Clinical Disciplines Compared to Disciplines-Based Curriculum

Zaidi¹,

Yasmeen²,

Khan³

et al. 2021

PJMHS

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“…Three of the seven papers forming this scoping review gave details about the amount of time assigned for concussion teaching [ 3 , 21 , 22 ]. In 2012, Burke et al [ 21 ] found that Canadian universities on average dedicated a little over 30 min of formal concussion teaching to their undergraduates, and just over 90 min of general head injury teaching with a concussion component.…”

Section: Resultsmentioning

confidence: 99%

A Scoping Review: Mapping the Evidence for Undergraduate Concussion Education and Proposing the Content for Medical Student Concussion Teaching

Gardner

Heron

2022

IJERPH

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Introduction: Concussion is a common yet complex condition, with each new case requiring assessment by a medical doctor. Recent research has shown that doctors working in the UK have significant knowledge deficits regarding concussion diagnosis and management. Aim: The aim of this scoping review was to map out the evidence about how undergraduate medical students are being educated about concussion. Method: This scoping review involved seven research papers identified by searching five online databases in October 2020. Search terms relevant to concussion included: brain injuries, post-concussion syndrome, brain concussion and concussion, combined with search criteria for undergraduate education: medical students, undergraduate medical education, or curriculum. Results: All seven papers were published in North America, with five papers recruiting medical students from single institutions (n = 590) and two papers surveying universities. Canadian medical schools have shown an upward trend in the quantity of teaching about concussion-specific teaching: from 0.57 to 2.65 h between 2012 and 2018. Lectures were the commonest mode of delivery of teaching, followed by problem-based learning and clinical rotations. The studies reach a common conclusion that medical students are not being adequately prepared for diagnosing and managing concussion, with insufficient undergraduate teaching, particularly exposure during clinical rotations, cited as the cause. Conclusions: Concussion: education of medical students is inadequate in North America. Medical schools should help address this by providing lectures and clinical presentations on concussion to learn from, particularly via problem-based learning. There is a paucity of evidence about concussion education in other geographical areas.

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“…Along with the traditional "module" system, in which preclinical subjects are integrated into in system-based courses, the "spiral model" is gaining more and more popularity, in which there is horizontal and vertical integration, and revision of the material studied previously at a higher level [13,15,34].…”

Section: Integrated Program Optionsmentioning

confidence: 99%

“…Thus, graduates of medical universities who had adopted an integrated program were better prepared to meet the needs of the society they were supposed to serve to. The integrated curriculum was recognized as the best way to build up competencies, and it received a great support of the national accreditation agencies [6,[13][14][15].…”

Section: Introductionmentioning

confidence: 99%

Is it time for transition from the subject-based to the integrated preclinical medical curriculum?

Kapitonova¹,

Gupalo²,

Dydykin³

et al. 2020

Russ Open Med J

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In the 60s of the last century, a number of new universities in the world began to apply an integrated program of medical education, the cornerstone of which was problem-oriented education. Thus, the Flexner model of higher education adopted by that time in most countries of the world, with its characteristic segregation of teaching of the theoretical and clinical disciplines, which had ceased to satisfy the needs of modern healthcare, was gradually replaced by a new system that put the student in the center of the educational process and opened the way to active methods of teaching being focused on the end result – training of graduates whose qualifications most fully satisfy the needs of society. Over the half-century history of its existence, this system has been adopted by most medical universities in different countries of the world, in many of which it has undergone significant modifications in accordance with the needs of national educational standards. Many medical universities in Russia and other countries of the former Soviet Union showed interest in this system, some of the medical faculties of our country accepted certain elements of it. However, up to date no integrated preclinical medical education program has been applied in any of the Russian universities. Hereby we are undertaking an attempt to analyze the reasons and assess the possible perspectives for the transition of medical universities in Russia to teaching of fundamental and biomedical disciplines using the integrated curriculum.

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Cross-sectional comparison of spiral versus block integrated curriculums in preparing medical students to diagnose and manage concussions

Cited by 17 publications

References 19 publications

A Qualitative Exploratory Study to Elucidate The Impact of Integration on Pre-Clinical Disciplines Compared to Disciplines-Based Curriculum

A Qualitative Exploratory Study to Elucidate The Impact of Integration on Pre-Clinical Disciplines Compared to Disciplines-Based Curriculum

A Scoping Review: Mapping the Evidence for Undergraduate Concussion Education and Proposing the Content for Medical Student Concussion Teaching

Is it time for transition from the subject-based to the integrated preclinical medical curriculum?

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