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.
Expectations and Perceptions of Students’ Basic Science Knowledge: Through the Lens of Clerkship Directors
