Impact on knowledge acquisition of the transition from a conventional to an integrated contextual medical curriculum

Veken, Jos Van der; Valcke, Martin; Maeseneer, Jan De; Schuwirth, Lambertus; Derese, Anselm

doi:10.1111/j.1365-2923.2009.03397.x

Cited by 46 publications

(29 citation statements)

References 20 publications

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“…Useful retrospective reviews are available but are often limited to opinions based on group consensus or surveys (Lowitt 2002;Davis & Harden 2003;Brunger & Duke 2012). Outcomes trials exist despite the inherent challenges in establishing a truly controlled trial of a curriculum and often show at least non-inferiority if not objective benefits for the learner in an integrated setting (Van der Veken et al 2009;Hirsh et al 2012).…”

Section: Assessing Integrationmentioning

confidence: 99%

The integrated curriculum in medical education: AMEE Guide No. 96

Brauer¹,

2014

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The popularity of the term "integrated curriculum" has grown immensely in medical education over the last two decades, but what does this term mean and how do we go about its design, implementation, and evaluation? Definitions and application of the term vary greatly in the literature, spanning from the integration of content within a single lecture to the integration of a medical school's comprehensive curriculum. Taking into account the integrated curriculum's historic and evolving base of knowledge and theory, its support from many national medical education organizations, and the ever-increasing body of published examples, we deem it necessary to present a guide to review and promote further development of the integrated curriculum movement in medical education with an international perspective. We introduce the history and theory behind integration and provide theoretical models alongside published examples of common variations of an integrated curriculum. In addition, we identify three areas of particular need when developing an ideal integrated curriculum, leading us to propose the use of a new, clarified definition of "integrated curriculum", and offer a review of strategies to evaluate the impact of an integrated curriculum on the learner. This Guide is presented to assist educators in the design, implementation, and evaluation of a thoroughly integrated medical school curriculum.

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Section: Assessing Integrationmentioning

confidence: 99%

The integrated curriculum in medical education: AMEE Guide No. 96

Brauer¹,

2014

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“…Second, the specific indicators of knowledge and consultation skills may have contributed to the modest explained total variance of our model. The Dutch inter-university progress test is designed to test a greater breadth of knowledge than was needed to solve the questions in the video-cases [24]. The scores students received in the course ‘clinical, technical and communicative skills’, used as variable for consultation skills, also included competence in radiology and pharmacology next to consultation and communication skills.…”

Section: Discussionmentioning

confidence: 99%

“…At Ghent University, undergraduate medical students follow a seven year integrated contextual curriculum, comprising patient centred, student centred, community orientated, problem based and evidence based education [24]. The first two and a half years focus on the healthy and normal body and continue in a second cycle of two and a half years to address the body systems from a clinical perspective.…”

Section: Methodsmentioning

confidence: 99%

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Does reflection have an effect upon case-solving abilities of undergraduate medical students?

et al. 2012

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BackgroundReflection on professional experience is increasingly accepted as a critical attribute for health care practice; however, evidence that it has a positive impact on performance remains scarce. This study investigated whether, after allowing for the effects of knowledge and consultation skills, reflection had an independent effect on students’ ability to solve problem cases.MethodsData was collected from 362 undergraduate medical students at Ghent University solving video cases and reflected on the experience of doing so. For knowledge and consultation skills results on a progress test and a course teaching consultation skills were used respectively. Stepwise multiple linear regression analysis was used to test the relationship between the quality of case-solving (dependent variable) and reflection skills, knowledge, and consultation skills (dependent variables).ResultsOnly students with data on all variables available (n = 270) were included for analysis. The model was significant (Anova F(3,269) = 11.00, p < 0.001, adjusted R square 0.10) with all variables significantly contributing.ConclusionMedical students’ reflection had a small but significant effect on case-solving, which supports reflection as an attribute for performance. These findings suggest that it would be worthwhile testing the effect of reflection skills training on clinical competence.

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“…In addition to blue ribbon panels, such as the Carnegie Foundation, many commentators have emphasized a need for integration since the millennium (e.g., 13,17,23,39,43,45). Some of the advantages of integration have been summarized by Bandaranayake (4) to include increased retention of learning, enhanced deep learning, and development of creative thinking.…”

Section: Why Attempt Curriculum Integration In the First Place?mentioning

confidence: 97%

Faculty reflections on the process of building an integrated preclerkship curriculum: a new school perspective

Khalil

Kibble

2014

Advances in Physiology Education

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This is a reflective essay based on the experience of developing a structure and function module within a new integrated medical curriculum. Our hope is that the insights we gained during a 4-yr journey in a new medical school will be transferable to others engaged with curriculum development. Here, we present an interpretive analysis of our personal experiences together with some original research data and a synthesis of the literature. We will argue that a focus on teaching faculty is the key to successful curriculum integration and suggest an agenda for faculty development. Our essay begins by exploring what curriculum integration really means and what its purpose might be. Our case study explores the challenges of building a shared understanding among stakeholders and of negotiating learning outcomes and methods of teaching as well as the process of developing content and assessment. We feel that many of our experiences in the new medical school are applicable in other settings, such as curriculum reform in established schools and for developers of competency-based premedical curricula. We conclude with recommendations to assist other curriculum planners and teachers by offering some benefits of hindsight.

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Impact on knowledge acquisition of the transition from a conventional to an integrated contextual medical curriculum

Cited by 46 publications

References 20 publications

The integrated curriculum in medical education: AMEE Guide No. 96

The integrated curriculum in medical education: AMEE Guide No. 96

Does reflection have an effect upon case-solving abilities of undergraduate medical students?

Faculty reflections on the process of building an integrated preclerkship curriculum: a new school perspective

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