The new Dundee medical curriculum: a whole that is greater than the sum of the parts

Harden, Ronald M.; Davis, Margery H.; Crosby, Joy

doi:10.1111/j.1365-2923.1997.tb02923.x

Cited by 140 publications

(105 citation statements)

References 6 publications

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“…The integrated curriculum was based on Dundee medical curriculum [12], and the integration ladder was an important tool for the curriculum planning. Curriculum construction has incorporated both vertical and horizontal integrations of course content-a key feature of Harden's SPICES (Student-centered, Problem-based, Integrated, Community-orientated, Electives, Systematic) model for curriculum planning [13].…”

Section: Methodsmentioning

confidence: 99%

Integration of basic sciences in health's courses

Azzalis

Giavarotti

Sato

et al. 2012

Biochem Molecular Bio Educ

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Concepts from disciplines such as Biochemistry, Genetics, Cellular and Molecular Biology are essential to the understanding and treatment of an elevated number of illnesses, but often they are studied separately, with no integration between them. This article proposes a model for basic sciences integration based on problem‐based learning (PBL) and compares failure rate, global final grade, approved student final grade, grade distribution and students' satisfaction with teacher conduction between integrated curriculum and traditional learning in health courses from Anhembi Morumbi University—a private institution from Brazil. Comparison between integrated and traditional curriculum was based on students' records obtained from first‐year health sciences students. A total of 1,697 records from 2005 to 2007 (nonintegrated curriculum) and 785 records from 2008 (integrated curriculum) were selected for this study and they were necessary to get information about students' grades. Moreover, a questionnaire was applied in order to cover student's satisfaction with teacher conduction. The data presented in this study indicated that the integrated curriculum based on PBL was related to an improvement in student's grades and satisfaction compared with traditional teaching. We believe that the effectiveness in health education will be a combination of “classical” presentation of contents associated to actively involved students in the educational process and methodology based on problems in order to create the stimulus for the undergraduates continue to integrate basic and clinical investigation.

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Section: Methodsmentioning

confidence: 99%

Integration of basic sciences in health's courses

Azzalis

Giavarotti

Sato

et al. 2012

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

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“…O ne of the global trends in teaching in medical schools has been a move towards more student-centered, integrated, clinical application models. [1][2][3] In addition, teaching strategies that promote active learning and problem-solving are increasingly being advocated. [4][5][6][7] An example of such a strategy that combines features of student-centeredness and problem-solving attributes is team-based learning (TBL).…”

mentioning

confidence: 99%

Perceptions and Attitudes of First-Year Medical Students on a Modified Team-Based Learning ( TBL ) Strategy in Anatomy

Inuwa

2012

SQUMJ

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Objectives: Although team-based learning (TBL) is widely used in medical education, its evaluation from the perspectives of the students exposed to it has been limited. This paper reports on a quantitative and qualitative evaluation of perceptions of first year medical students towards TBL. Methods: Lectures in an anatomy course were transformed into a series of TBL sessions for two cohorts of first-year medical students. Each session consisted of pre-class reading, in-class readiness assurance tests, and problem-solving of clinical cases by student teams. At the end of each course, students were surveyed using qualitative and quantitative instruments to assess their perceptions of the strategy. Internal consistency of questionnaire items was determined by a reliability analysis (Cronbach's alpha). Principal component factor analysis and correspondence analysis were conducted on the quantitative data. Open-ended questions were explored by thematic analysis. Results: Students' evaluations indicated that TBL is a welcome alternative to lecture-based teaching; as implemented in this study, it encouraged clinical problem solving and fruitful in-class discussion. Principal component factor analysis identified five factors (Cronbach's alpha 0.602-0.875). However, the majority of students disapproved of mixed gender TBL teams. Most students agreed that the strategy facilitated consistency in their study, generated an increased awareness about selfdirected learning, and had a positive impact on their learning attitudes. Conclusion: TBL is a welcome instructional strategy as reported by our first-year medical students. It was perceived to be a better approach compared to content-based lectures. The effect on actual student performance is currently being investigated. O ne of the global trends in teaching in medical schools has been a move towards more student-centered, integrated, clinical application models. [1][2][3] In addition, teaching strategies that promote active learning and problem-solving are increasingly being advocated. [4][5][6][7] An example of such a strategy that combines features of student-centeredness and problem-solving attributes is team-based learning (TBL). 8 In its classical format, TBL employs a structured three-phase sequence during which learners study an advanced assignment defined by faculty, demonstrate knowledge through individual and group readiness assurance tests (IRATs, GRATs), and apply course concepts to problemsolving exercises designed by faculty and analysed by teams. 9 The method employs strategies that incorporate the effectiveness of small group learning methods like problem-based learning (PBL) into large-group, lecture-oriented sessions. 10,11 Adequate knowledge of basic sciences such as anatomy, with a strong emphasis on 'clinical application' , logical learning, and developing effective problem solving skills is considered crucial for effective and safe clinical practice. 12,13 Although numerous strategies have been employed to develop these skills, implementing t...

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“…18 The first two phases are based on the 11 body systems, with the student moving from normal structure function and behaviour in Phase 1 to abnormal structure, function and behaviour in Phase 2.…”

Section: Methodsmentioning

confidence: 99%