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

Brauer, David G.; Ferguson, Kristi J.

doi:10.3109/0142159x.2014.970998

Cited by 410 publications

(430 citation statements)

References 55 publications

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“…Current issues and regulations regarding the importance of patientphysician relation, informed consent, malpractice, research planning, medical ethics and occupational safety should be added to the curriculum and change in education should be continuous in order to keep up with the advancements in the world by also considering the requirements of the country. It is suggested that core curriculum takes two thirds of the education period and the remaining one third is devoted to areas for detailed further study of topics selected by the student [6][7][8][9].…”

Section: Overview Of Pre-graduate Medical Educationmentioning

confidence: 99%

A Contemporary Approach to Medical Education at University of Health Sciences, a Brand-New Macro Organization Model

Bektemür¹,

BEKTAŞ²,

Karakoç³

et al. 2017

J Hosp Med Manage

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This article aims to establish a fundamental approach to how pre-graduate medical education will be conducted at University of Health Sciences (UHS) in IstanbulTurkey, which covers all areas with a macro organizational structure together with 56 Education and Research Hospitals under Ministry of Health affiliated to UHS School of Medicine and to review current trends in medical education. UHS School of Medicine aims to enhance the quality of medical education and offer education at high standards through international cooperation. UHS School of Medicine has the vision of becoming a 'model' school of medicine with a pre-graduate education system based on program output in medical education and public health, which will be realized in health research and application centers that deliver healthcare. The students of UHS School of Medicine to receive their education including professional skill practices and clinical internships both during pre-clinic and clinic periods at affiliated hospitals is suitable for the fundamental properties of public-based medical education and offers rich educational opportunities for the students. With this macro organization, meeting both national and international standards at a certain level will increase occupational quality and enable our students to become "universal doctors."

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Section: Overview Of Pre-graduate Medical Educationmentioning

confidence: 99%

A Contemporary Approach to Medical Education at University of Health Sciences, a Brand-New Macro Organization Model

Bektemür¹,

BEKTAŞ²,

Karakoç³

et al. 2017

J Hosp Med Manage

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“…In this letter we identify the current challenges and opportunities associated with integrated curriculum particularly in the aspects of diminishing basic science courses, need of improvised implementation strategies and gaps in clinical practice of first and second year program of medical or allied health science program. 3,4 In addition, we also provide brief information on pros and cons associated with integrated teaching. In our view, the most common disadvantage associated with integrated curriculum is diminished basic science coursesin curriculum of health sciences programs like anatomy, physiology, biochemistry, microbiology (for medical and allied program), and organic chemistry, physical chemistry, professionalism, social sciences etc.…”

Section: Dear Editormentioning

confidence: 99%

Challenges and Opportunities in Integrated Curriculum of Health Professions Education - A Critical View

Peraman¹,

Muthukrishnan²,

Palaian³

et al. 2016

IJPER

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“…The operationalization of the curriculum generates an educational context [15] that should ideally promote an autonomous, self-motivated, independent, problem-solving learner. Since the early 1990s, a major trend in medical curricula around the world has been about integrating the teaching of basic, clinical and psychosocial sciences [20]. The principle is to construct multidisciplinary system-based blocks integrating discipline-based threads [21,22].…”

Section: Introductionmentioning

confidence: 99%

“…The principle is to construct multidisciplinary system-based blocks integrating discipline-based threads [21,22]. By breaking down the barriers between basic and clinical sciences, integrated curricula are thought to promote knowledge retention and development of clinical skills [20]. They also aim at providing an opportunity for students to acquire a more relevant and less fragmented knowledge.…”

Section: Introductionmentioning

confidence: 99%

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

Gustin

Abbiati

Bonvin

et al. 2018

Medical Education Online

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Students’ approaches to learning are central to the process of learning. Previous research has revealed that influencing students’ approaches towards deep learning is a complex process and seems much more difficult than expected, even in student-activating learning environments. There is evidence that learning approaches are impacted not only by the learning environment, but also by how students perceive it. However the nature of the links between the environment itself, the way in which it is perceived by students and students’ learning approaches is poorly understood. This study aimed at investigating the relationships between students’ perception of their educational context and learning approaches in three learning environments differing by their teaching formats (lecture or problem-based-learning PBL) and integration level of the curriculum (traditional or integrated). We tested the hypothesis that a PBL format and an integrated curriculum are associated to deeper approaches to learning and that this is mediated by student perception. The study sample was constituted of 1394 medical students trained respectively in a traditional lecture-based (n = 295), in an integrated lecture-based (n = 612) and in an integrated PBL-based (n = 487) curricula. They completed a survey including the Dundee-Ready-Educational-Environment-Measure (students’ perceptions of the educational environment) and the Revised-Study-Process-Questionnaire (learning approaches). Data were analysed by path analysis. The model showed that the learning environment was related to students’ learning approaches by two paths, one direct and one mediated via students’ perception of their educational context. In the lecture-based curricula students’ used deeper approaches when it was integrated and both paths were cumulative. In the PBL-based curriculum students’ did not use deeper approaches than with lectures, due to opposite effects of both paths. This study suggested that an integrated lecture-based curriculum was as effective as a PBL curriculum in promoting students’ deep learning approaches, reinforcing the importance of integrating the curriculum before choosing the teaching format.

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

Cited by 410 publications

References 55 publications

A Contemporary Approach to Medical Education at University of Health Sciences, a Brand-New Macro Organization Model

A Contemporary Approach to Medical Education at University of Health Sciences, a Brand-New Macro Organization Model

Challenges and Opportunities in Integrated Curriculum of Health Professions Education - A Critical View

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

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