scholarly journals Vertical integration in medical education: Studies on the required basic science knowledge and the concept of context

2005 ◽  
Vol 24 (5) ◽  
pp. 230-232
Author(s):  
Keyword(s):  
Medical Education ◽  
Vertical Integration ◽  
Basic Science ◽  
Science Knowledge ◽  
Basic Science Knowledge

scholarly journals Transfer of basic science knowledge in a problem‐based learning curriculum

2020 ◽  
Vol 24 (3) ◽  
pp. 542-547
Author(s):  
Kamran Ali ◽  
Josephine Cockerill ◽  
Jon H. Bennett ◽  
Louise Belfield ◽  
Christopher Tredwin
Keyword(s):  
Basic Science ◽  
Problem Based Learning ◽  
Science Knowledge ◽  
Basic Science Knowledge

scholarly journals Use of NBME examinations to assess retention of basic science knowledge

1981 ◽  
Vol 56 (3) ◽  
pp. 167-73 ◽  
Author(s):  
W B Kennedy ◽  
P R Kelley ◽  
M Saffran
Keyword(s):  
Basic Science ◽  
Science Knowledge ◽  
Basic Science Knowledge

scholarly journals Web Based Interactive Tutorials in Obstetrics and Gynecology

2009 ◽  
Vol 3 (4) ◽  
pp. 7-10
Author(s):  
Bhargavi Patham ◽  
Martha Guerra
Keyword(s):  
Basic Science ◽  
Clinical Medicine ◽  
Learning Experience ◽  
Inductive Reasoning ◽  
Virtual Space ◽  
Science Knowledge ◽  
Web Based ◽  
Basic Science Knowledge ◽  
Traditional Lectures ◽  
Clinical Departments

Abstract The challenge of integrating basic science and clinical knowledge contents has become an educational imperative at Paul L Foster School of Medicine clinical presentation based curriculum. During the first two years of our curriculum, students are introduced to clinical applications of basic science knowledge. For better understanding and appreciation of the important links between the basic science principles and clinical medicine, students return to basic science topics. To support such a progression of students' knowledge and skills, the curriculum should allow and support individual learning. Interactive tutorials created by authors of different backgrounds and expertise facilitate clinical application of basic science knowledge and provide multiple pathways in learning and inductive reasoning. Web based learning modules do not supplement traditional lectures, small groups sessions and team based learning activities, but they may significantly enrich students' learning experience. Physical and content boundaries between basic science and clinical departments are sometimes difficult to breach. In virtual space, thematically organized modules and collective approach of interdisciplinary teaching teams allow full integration of core content. This concept of distance learning contributes to educational continuity, longitudinal experience and educational mobility.

scholarly journals Role of Imaging in Medical Schools of Tomorrow

2009 ◽  
Vol 3 (4) ◽  
pp. 1-5 ◽  
Keyword(s):  
Ultrasound Imaging ◽  
Basic Science ◽  
Visual Information ◽  
Learning Experience ◽  
El Paso ◽  
Science Knowledge ◽  
School Of Medicine ◽  
Basic Science Knowledge ◽  
Image Library ◽  
Magnetic Resonance Imaging Mri

Abstract CT of the cadavers and on site 3-D ultrasound imaging significantly increase the amount of visual information and improve students' understanding of anatomy leading to more efficient assimilation of the basic science knowledge. In addition to cadaveric CT and ultrasound imaging, students are provided with normal and abnormal radiographic studies of living humans. The imaging modalities in Medical Image Library of Paul L Foster School of Medicine in El Paso, TX are X-ray, computerized tomography (CT), magnetic resonance imaging (MRI) and ultrasound. Normal anatomy and pathology are demonstrated on different types of imaging studies which enables integration of the basic science material with relevant clinical examples. Recent advances in 4-D and Doppler ultrasound significantly enrich learning experience in embryology and physiology. Multidisciplinary approach using cutting edge medical imaging technology may improve students' retention of basic science knowledge throughout their medical school, residency training and beyond.

scholarly journals Effect of constant versus variable small‐group facilitators on students’ basic science knowledge in an enquiry‐based dental curriculum

2019 ◽  
Vol 23 (4) ◽  
pp. 448-454
Author(s):  
Daniel Zahra ◽  
Jon Bennett ◽  
Louise Belfield ◽  
Kamran Ali ◽  
Clare Mcilwaine ◽  
...  
Keyword(s):  
Small Group ◽  
Basic Science ◽  
Science Knowledge ◽  
Basic Science Knowledge ◽  
Dental Curriculum ◽  
Constant Versus ◽  
Group Facilitators
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