Vertical integration in medical education: the broader perspective

Wijnen-Meijer, Marjo; Broek, Sjoukje van den; Koens, Franciska; Cate, Olle ten

doi:10.1186/s12909-020-02433-6

Cited by 71 publications

(61 citation statements)

References 31 publications

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“…[ 12 20 25 ] The integration of basic and clinical sciences showed that the students understood the connection between basic and clinical sciences better when the content was co-taught. [ 25 26 ]…”

Section: Discussionmentioning

confidence: 99%

The effect of integration of basic and clinical aspects of a specific topic in a parasitology course on medical students learning

Amini

Mikaeili

Handjani

et al. 2021

Journal of Education and Health Promotion

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BACKGROUND AND AIM: Parasitology course is one of the basic science courses in the educational curriculum for medical students. Since the integration of basic and clinical sciences has helped students better understand the basic science course content, the aim of the present study was to determine the effect of integration of basic and clinical aspects of a specific topic in a parasitology course on medical students learning. MATERIALS AND METHODS: A randomized controlled trial was conducted on 110 undergraduate fifth-semester medical students from April to July 2018. The students were randomly divided into two groups, based on student identification number: Intervention and control groups. The topic selected for this study from the parasitology course was “cutaneous leishmaniasis.” At the beginning of the program, a dermatologist presented the clinical aspects of the topic to the intervention group. Then, a parasitologist delivered a traditional lecture about the basic aspects of the topic to both groups. The students’ scores on questions related to cutaneous leishmaniasis in the final exam were used as a measure of learning and teaching outcomes. A questionnaire that consisted of seven items and three open-ended questions was used based on the objectives of the randomized controlled trial. Statistical analysis was performed by SPSS software. RESULTS: Based on the result of the final examination, there was no significant difference in the learning rate of students between the intervention and control groups (P ≥ 0.05). According to students’ comments, the teaching of clinical science alongside basic science increased the importance of the topic and the students’ interest in basic science. Most students agreed that this method prepares them for their clinical years. CONCLUSION: Many medical students believe that the content of many basic science courses are forgotten in the future. Therefore, basic science education alongside clinical science presentations are suggested.

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Section: Discussionmentioning

confidence: 99%

The effect of integration of basic and clinical aspects of a specific topic in a parasitology course on medical students learning

Amini

Mikaeili

Handjani

et al. 2021

Journal of Education and Health Promotion

View full text Add to dashboard Cite

show abstract

“…In 2011, the University of Wisconsin School of Medicine and Public Health (UWSMPH) embarked on a curriculum redesign following recommendations from the 2010 Carnegie Foundation report, which encouraged medical schools to move toward a more integrated curriculum and away from traditional medical education [ 1 , 2 ]. Vertical integration, specifically, aligns well with the goals of several learning theories, including adult learning and motivation theories to enhance learning [ 3 ]. The new curriculum, named the ForWard curriculum, features an integrated design of the required preclinical and core clinical coursework and replaced a traditional 2 + 2 curriculum, referred to as the Legacy curriculum [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

First, do no harm: impact of the transition to an integrated curriculum on medical knowledge acquisition of the transitional cohort

Nackers

Tatar

Cowan

et al. 2021

Medical Education Online

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“…[1] The curriculum is simply a stack of separate courses which are discipline based and teacher centered. [2] Our medical school followed a traditional curriculum earlier, and due to a large amount of content embedded in each discipline, which facilitated less scope for active and deep learning. In addition, the use of lectures as a predominant teaching-learning method and lack of active learning strategies do not provide enough opportunity for the students to engage in self-directed learning.…”

Section: Introductionmentioning

confidence: 99%

A comparative study on perceptions of medical students from the different curriculum on team-based learning

Bhojaraja

Goud

Kumar

et al. 2021

AUJMSR

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Objectives: Our medical school followed the traditional curriculum earlier, and due to a large amount of content embedded in each discipline, which had less scope for active and deep learning. To overcome this, we adopted an integrated curriculum and introduced a few active teaching/learning (T/L) methodologies, which promote deep learning and problem-solving skills. One such T/L methodology we introduced was team-based learning (TBL). Before implementing this active T/L methodology in the integrated curriculum, we evaluated the effectiveness of TBL in medical students from the traditional curriculum and aimed to determine students’ perceptions. Furthermore, we aimed to explore the perception of TBL in students who underwent integrated curriculum to evaluate the difference in their perception compared to the traditional curriculum. Materials and Methods: This cross-sectional study was conducted in RAK Medical and Health Sciences University on the 1st year medical students from the traditional and integrated curriculum. Institutional ethical committee clearance and informed consent were obtained before starting the study. A pre-validated 5-item survey questionnaire comprising questions related to the content, process, and teamwork was used to obtain perceptions of students’ on TBL. Results: The students positively perceived the teaching-learning experience using TBL and understood the concepts better. Even the students with integrated curriculum had the same positive impact on their learning attitudes. The majority of students in both cohorts agreed that discussion among their teams helped them to learn better. Around two-thirds (66%) of students from the traditional curriculum and one-third (39%) of students from integrated curriculum wanted TBLs as T/L methodology over didactic lectures. Conclusion: TBL helped to learn better and understand the subject and promoted self and peer engagement, which facilitated their learning by clarifying the doubts with peers. Due to this positive TBL experience, most students from both curriculums recommended its use as a T/L method over lecture. Hence, TBL sessions in medical schools can be used as an effective T/L method to facilitate meaningful learning.

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Vertical integration in medical education: the broader perspective

Cited by 71 publications

References 31 publications

The effect of integration of basic and clinical aspects of a specific topic in a parasitology course on medical students learning

The effect of integration of basic and clinical aspects of a specific topic in a parasitology course on medical students learning

First, do no harm: impact of the transition to an integrated curriculum on medical knowledge acquisition of the transitional cohort

A comparative study on perceptions of medical students from the different curriculum on team-based learning

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