Presentation Description
Varna Taranikanti1
Anamika Sengupta2 and Bei Zhang3
1 Oakland University William Beaumont School of Medicine
2 University of Illinois College of Medicine
3 University of Vermont Larner College of Medicine.
Anamika Sengupta2 and Bei Zhang3
1 Oakland University William Beaumont School of Medicine
2 University of Illinois College of Medicine
3 University of Vermont Larner College of Medicine.
Background
Educational experiences that are active, contextual, integrated, and student-owned lead to meaningful and profound learning. Hence, curricula and their implementation require restructuring as per modern learning theories (constructive, collaborative, contextual, and self- directed)[1]. Effectively conveying one of the primary themes, integration encompassing content, assessment, and pedagogy requires the ingenious creativity of teachers and collaborative efforts from learners. In this symposium, we will delve into a comprehensive review of the integration accomplished thus far regarding content, assessment, and pedagogy, the methodologies employed to achieve those, and the untapped possibilities for further integration to elevate the realm of teaching and learning.
Educational experiences that are active, contextual, integrated, and student-owned lead to meaningful and profound learning. Hence, curricula and their implementation require restructuring as per modern learning theories (constructive, collaborative, contextual, and self- directed)[1]. Effectively conveying one of the primary themes, integration encompassing content, assessment, and pedagogy requires the ingenious creativity of teachers and collaborative efforts from learners. In this symposium, we will delve into a comprehensive review of the integration accomplished thus far regarding content, assessment, and pedagogy, the methodologies employed to achieve those, and the untapped possibilities for further integration to elevate the realm of teaching and learning.
Why is the topic important for research and/or practice?
Integration is the artful harmonization of pre-existing components into a cohesive and meaningful composite. A well-integrated curriculum follows the principle of constructivism in learning, exhibiting a logical and coherent structure, and it is much easier for students to navigate through. Plus, integrating basic science content and clinical sciences early on in the curriculum helps contextualize learning and develops critical thinking and analytical skills.
Integration is the artful harmonization of pre-existing components into a cohesive and meaningful composite. A well-integrated curriculum follows the principle of constructivism in learning, exhibiting a logical and coherent structure, and it is much easier for students to navigate through. Plus, integrating basic science content and clinical sciences early on in the curriculum helps contextualize learning and develops critical thinking and analytical skills.
An effective integrated curriculum necessitates the implementation of integrated assessments that combine the learning outcomes from multiple courses into a single, cohesive evaluation[2]. An integrated assessment starts with integrated course material or sessions co-developed and co-facilitated in a case-based manner by basic science faculty and clinicians, with learning objectives from earlier curricular units being routinely revisited in advanced units with an emphasis on their clinical applications. Assessment items are created using vignettes from real patient scenarios via close collaboration between basic science and clinical faculty. An integrated assessment is an important tool to guide students through the preclinical curriculum with the clinical context while honing critical and problem-solving skills. Integrated assessments assess not only what students learn but also how they learn.
Symposium format, including participant engagement methods
The symposium will start with three mini-presentations with each focused on a specific aspect of integration: content, assessment, and pedagogy. Participants then join the small group discussions based on their interests to delve deeper into the topics. Finally, the insights and findings are shared with the whole group.
Part I: Mini presentations to invite more valuable insights and ideas (30 minutes) Longitudinal Integration of Medical Biochemistry to Improve Student Interest (10 mins) Integrated Assessment for Integrated Content (10 minutes)
Integrate Teaching and Learning Using Reflective and Collaborative Writing (10 minutes)
Part II: Speakers will facilitate small group discussions with participants to identify challenges, explore opportunities, and develop methodologies (with regard to content, assessments, and pedagogy (30 minutes).
Part III Insights and findings from small groups shared with the whole group followed by Q and A (30 minutes).
The symposium will start with three mini-presentations with each focused on a specific aspect of integration: content, assessment, and pedagogy. Participants then join the small group discussions based on their interests to delve deeper into the topics. Finally, the insights and findings are shared with the whole group.
Part I: Mini presentations to invite more valuable insights and ideas (30 minutes) Longitudinal Integration of Medical Biochemistry to Improve Student Interest (10 mins) Integrated Assessment for Integrated Content (10 minutes)
Integrate Teaching and Learning Using Reflective and Collaborative Writing (10 minutes)
Part II: Speakers will facilitate small group discussions with participants to identify challenges, explore opportunities, and develop methodologies (with regard to content, assessments, and pedagogy (30 minutes).
Part III Insights and findings from small groups shared with the whole group followed by Q and A (30 minutes).
Take-home messages/symposium outcomes/implications for further research and/or practice
Integrating preclinical content, assessments, and pedagogy is essential to ensure medical students are adequately prepared for the clinical years. Collaboration among educators and students is crucial in designing and implementing integrated curricula, assessments, and pedagogy. This partnership ensures that preclinical teaching and learning are realistic, relevant, and reflect the actual challenges of real-world clinical practice.
References (maximum three)
1. Dolmans, D.H., et al., Problem-based learning: future challenges for educational practice and research. Med Educ, 2005. 39(7): p. 732-41.
2. Hwang, J.E., et al., Individual class evaluation and effective teaching characteristics in integrated curricula. BMC Med Educ, 2017. 17(1): p. 252.