Presentation Description
Kimberly Dahlman1
Neil Osheroff2, Cathy Pettepher2 and Diann Eley3
1 Vanderbilt University Medical Center
2 Vanderbilt University School of Medicine
3 The University of Queensland
Neil Osheroff2, Cathy Pettepher2 and Diann Eley3
1 Vanderbilt University Medical Center
2 Vanderbilt University School of Medicine
3 The University of Queensland
Background
It is important for physicians to have a strong understanding of the biosciences and professional skills and attitudes that underlie clinical practice. To address these issues, most modern curricula have successfully integrated clinical materials into the pre-clerkship phase. However, because of the heavy focus on medical knowledge during pre-clerkship training, programs often struggle to incorporate experiences and assessments that prepare students for all aspects of clinical work. Furthermore, the overt integration of research throughout the curriculum and basic sciences in the clinical phases of medical school have proven to be challenging. This symposium will discuss the development of highly integrated multifaceted curricula, with a focus on foundational science integration, that are coupled with high-quality competency-based assessments.
It is important for physicians to have a strong understanding of the biosciences and professional skills and attitudes that underlie clinical practice. To address these issues, most modern curricula have successfully integrated clinical materials into the pre-clerkship phase. However, because of the heavy focus on medical knowledge during pre-clerkship training, programs often struggle to incorporate experiences and assessments that prepare students for all aspects of clinical work. Furthermore, the overt integration of research throughout the curriculum and basic sciences in the clinical phases of medical school have proven to be challenging. This symposium will discuss the development of highly integrated multifaceted curricula, with a focus on foundational science integration, that are coupled with high-quality competency-based assessments.
Why is the topic important for research and/or for practice?
To develop holistic, well-rounded, and highly competent physicians, it is necessary to integrate sciences, clinical medicine, professional competencies, and research across the medical curriculum and assess it in a meaningful way.
Symposium Format
This symposium will be facilitated by four speakers who will each present for 10 minutes followed by a 20 min discussion session with the audience.
Presentations:
Neil Osheroff, PhD-Dr. Osheroff will describe the development of a highly integrated curriculum and the role of quantitative assessment in the pre-clerkship phase.
Cathleen C. Pettepher, Ph.D.-Dr. Pettepher will describe how competencies can be incorporated in the pre-clerkship medical curriculum to develop students with enhanced professionalism, inclusivity, and maturity.
Kimberly B. Dahlman, Ph.D.-Dr. Dahlman will discuss the integration of quantitative and competency-based assessment in the post-clerkship phase of an integrated curiculum.
Diann S. Eley, PhD.-Dr. Eley will discuss the importance of incorporating research experiences into medical training and the challenges that accompany assessment this incorporation.
Discussion: Issues/questions for exploration OR Ideas for discussion
Issues for exploration include quantitative vs. competency-based assessment, how highly integration curricula can be developed, and the successes and challenges of assessing foundational science, clinical medicine, professionalism, and research during medical training.
Take-home messages and outcomes
This interactive symposium will provide practical information and a framework that participants can use to develop meaningful assessments in a highly integrated curricula at their institutions.
References (maximum three)
Pettepher CC, Lomis KD, and Osheroff N (2016) From Theory to Practice: Utilizing Competency-based Milestones to Assess Professional Growth and Development in the Foundational Science Blocks of a Pre-Clerkship Medical School Curriculum. Medical Science Educator. 26(2): 491-497.
Dahlman KB et al (2018) Integrating Foundational Sciences in a Clinical Context in the Post- Clerkship Curriculum. Medical Science Educator. 28(1): 145-154.
Eley, DS et al (2022) Educating Future Clinician Academics: The Role of Medical Schools. 217(1): 16-19.