Key steps for integrating a basic science throughout a medical school curriculum using an e-learning approach

IntroductionMedical students often do not value attending in-person large group sessions. It is also not clear from prior research whether attendance at large group sessions impact on performance in medical school. The goal of this study was to assess the relationship between voluntary attendance in large group sessions organized as a “flipped classroom” in a new innovative curriculum and students’ mastery of clinical applications of basic science knowledge.MethodologyOur students’ ability to apply basic science knowledge to clinical problems is assessed via progress testing using three methodologies: a locally developed multiple-choice examination, written examination developed through the National Board of Medical Examiners (NBME) Customized Assessment Services Program and post encounter questions included in a clinical skills examination. We analyzed the relationship between voluntary attendance at weekly large group “flipped classroom” sessions and the students’ performance on examinations given at four intervals over the initial 24-week module of the medical school curriculum.ResultsComplete data were available for 167 students. A total of 82 students (49.1%) attended all large group sessions, 65 students (38.9%) missed one or two sessions and 20 students (12.0%) missed three or more sessions. There were no difference between the students in the groups on their medical admission (MCAT) examination scores. The growth in performance from each time point until the next was statistically significant. There was no statistically significant difference in growth between the students who had no absences and those who had one or two absences. Students who missed three or more sessions performed significantly lower than their peers over the 24 week module and were more likely to score one or more standard deviations below the class mean on the assessments.ConclusionsWe found no relationship between attendance and MCAT scores suggesting the differences in performance on the progress tests was not due to initial differences in knowledge or reasoning skills. While the study was not experimental, it suggests large group sessions using a “flipped classroom” approach to provide reinforcement, feedback and practice may be effective for increasing learning and retention in the application of basic science knowledge among first year medical students.

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Evaluation of Basic Science Independent Learning Modules Implemented in a First Year Medical School Curriculum

The FASEB Journal ◽

10.1096/fasebj.2020.34.s1.01981 ◽

2020 ◽

Vol 34 (S1) ◽

pp. 1-1

Author(s):

Mackenzie F. Ferguson ◽

Fabiana Caetano Crowley ◽

Charys M. Martin

Keyword(s):

Medical School ◽

Basic Science ◽

School Curriculum ◽

Medical School Curriculum ◽

Independent Learning ◽

First Year ◽

Learning Modules

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The Fallacy of Teaching and the Illusion of Learning: Improving Articulation of Basic Science in the Medical School Curriculum

Medical Science Educator ◽

10.1007/s40670-020-01075-z ◽

2020 ◽

Vol 30 (4) ◽

pp. 1735-1736

Author(s):

Maria H. van Zuilen ◽

Jonathan S. England ◽

Daniel A. Sussman ◽

Amar R. Deshpande ◽

Alex J. Mechaber ◽

...

Keyword(s):

Medical School ◽

Basic Science ◽

School Curriculum ◽

Medical School Curriculum

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A developing medical school curriculum by the Learning Outcomes Framework

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2019.19.8.725 ◽

2019 ◽

Vol 19 (8) ◽

pp. 725-748

Author(s):

Janghee Park

Keyword(s):

Medical School ◽

Learning Outcomes ◽

School Curriculum ◽

Medical School Curriculum

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Building on Past Experience

10.1093/oso/9780199370818.003.0012 ◽

2018 ◽

Author(s):

J. Donald Boudreau ◽

Eric J. Cassell ◽

Abraham Fuks

Keyword(s):

Medical School ◽

School Curriculum ◽

Past Experience ◽

Medical School Curriculum ◽

Learning Activities ◽

Dual Roles ◽

Medical Program ◽

Mcgill University ◽

Ongoing Development ◽

Renewal Project

This chapter serves to explain the link between a curricular renewal project that has already been completed and one that is envisaged as an aspirational goal and serves as the focus of the book. The Physicianship Curriculum has its origins in courses introduced in 1998 and that evolved over two decades in the undergraduate medical program at McGill University. The innovative modules and learning activities were initially rolled out under the ambit of two distinct conceptual streams: professionalism and healing in medicine. Ongoing development continued using “physicianship” as a new descriptive label. Physicianship refers to the dual roles of the physician: the physician as professional and as healer. The flagship course of the physicianship component of McGill’s medical school curriculum has been a 4-year longitudinal apprenticeship; it is described in detail.

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Culinary Medicine Training in Core Medical School Curriculum Improved Medical Student Nutrition Knowledge and Confidence in Providing Nutrition Counseling

American Journal of Lifestyle Medicine ◽

10.1177/15598276211021749 ◽

2021 ◽

pp. 155982762110217

Author(s):

Christopher R. D’Adamo ◽

Kayli Workman ◽

Christine Barnabic ◽

Norman Retener ◽

Bernadette Siaton ◽

...

Keyword(s):

Medical Student ◽

Medical Students ◽

Medical School ◽

Patient Care ◽

School Curriculum ◽

Nutrition Knowledge ◽

Medical School Curriculum ◽

Nutrition Counseling ◽

Patient Counseling ◽

Culinary Medicine

Background: Elective culinary medicine education has become popular to help fill important gaps in physician nutrition training. The implementation and outcomes among the inaugural cohort of medical students who received culinary medicine training as a required component of medical school curriculum at the University of Maryland School of Medicine are described. Methods: Following a series of elective pilot sessions, culinary medicine training was provided to all first-year medical students in the 2019-2020 academic year. The 3-hour training included evidence-based nutrition lecture, cooking simple recipes, and group discussion of the application to personal and patient care. Pre-/postsession questionnaires assessed nutrition knowledge, skills, and attitudes as well as nutritional counseling confidence. Paired t-tests estimated mean differences in outcomes pre- and posttraining. Qualitative data were subjected to thematic analysis. Results: Overall, 119 of 125 (95.2%) students provided pre- and posttraining outcomes data. All nutritional and patient counseling outcomes improved ( P < .05). Themes of being better prepared to address healthy eating barriers in patient care and personal ability to make healthy dietary changes were noted in qualitative analysis. Conclusion: One session of culinary medicine training in core medical student curriculum was feasible and improved medical student nutrition knowledge, skills, and attitudes and confidence in patient nutrition counseling.

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