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Dahlman KB, Weinger MB, Lomis KD, et al. Integrating Foundational Sciences in a Clinical Context in the Post-Clerkship Curriculum. Med Sci Educ. 2018;28(1):145-154
Dahlman, K. B., Weinger, M. B., Lomis, K. D., Nanney, L., Osheroff, N., Moore, D. E., Estrada, L., & Cutrer, W. B. (2018). Integrating Foundational Sciences in a Clinical Context in the Post-Clerkship Curriculum. Medical science educator, 28(1), 145-154.
Dahlman, Kimberly Brown, et al. "Integrating Foundational Sciences in a Clinical Context in the Post-Clerkship Curriculum." Medical science educator vol. 28,1 (2018): 145-154.
Dahlman KB, Weinger MB, Lomis KD, Nanney L, Osheroff N, Moore DE, Estrada L, Cutrer WB. Integrating Foundational Sciences in a Clinical Context in the Post-Clerkship Curriculum. Med Sci Educ. 2018 Mar;28(1):145-154. Epub 2018 Jan 02. PMID: 29632705; PMCID: PMC5889049.
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Med Sci Educ. 2018 Mar;28(1):145-154. Epub 2018 Jan 02.

Integrating Foundational Sciences in a Clinical Context in the Post-Clerkship Curriculum.

Medical science educator

Kimberly Brown Dahlman, Matthew B Weinger, Kimberly D Lomis, Lillian Nanney, Neil Osheroff, Donald E Moore, Lourdes Estrada, William B Cutrer

Affiliations

  1. Department of Cancer Biology, Vanderbilt University School of Medicine, Nashville, TN 37232 USA.
  2. Department of Anesthesiology and Biomedical Informatics, Vanderbilt University Medical Center, Nashville, TN 37232 USA.
  3. Geriatric Research Education and Clinical Center, Nashville, TN 37232 USA.
  4. Department of Medical Education and Administration, Vanderbilt University School of Medicine, Nashville, TN 37232 USA.
  5. Department of Surgery, Vanderbilt University Medical Center, Nashville, TN 37232 USA.
  6. Department of Plastic Surgery, Vanderbilt University Medical Center, Nashville, TN 37232 USA.
  7. Department of Cell and Developmental Biology, Vanderbilt University School of Medicine, Nashville, TN 37232 USA.
  8. Department of Biochemistry, Vanderbilt University School of Medicine, Nashville, TN 37232 USA.
  9. Department of Medicine, Vanderbilt University Medical Center, Nashville, TN 37232 USA.
  10. Veterans Affairs Tennessee Valley Healthcare System, Nashville, TN 37232 USA.
  11. Department of Pediatrics, Vanderbilt University Medical Center, Nashville, TN 37232 USA.

PMID: 29632705 PMCID: PMC5889049

Abstract

PURPOSE: To design, implement, and launch courses that integrate foundational science learning and clinical application in a post-clerkship undergraduate medical school curriculum.

METHOD: In Academic Year (AY) 15-16, as part of a comprehensive curricular revision, Vanderbilt University School of Medicine (VUSM) formally implemented "Integrated Science Courses" (ISCs) that combined rigorous training in the foundational sciences with meaningful clinical experiences. These courses integrated foundational sciences that could be leveraged in the clinical environment, utilized a variety of instructional modalities, and included quantitative and qualitative (competency-based milestones) student assessments. Each ISC underwent a rigorous quality improvement process that required input on foundational science content, student experience, and student performance assessment.

RESULTS: Eleven ISCs were delivered to 173 students in AY15-16, with some students taking more than one ISC. Immediately after completing each course, 93% (n=222) of ISC enrollees completed a course evaluation. Students (91%; n=201) 'agreed' or 'strongly agreed' that foundational science learning informed and enriched the clinical experiences. Furthermore, 94% (n=209) of students thought that the clinical experiences informed and enriched the foundational science learning. Ninety-four percent of the students anticipated using the foundational science knowledge acquired in future clinical training and practice.

CONCLUSION: The teaching of foundational sciences in the clinical workplace in the post-clerkship medical curriculum is challenging and resource-intensive, yet feasible. Additional experience with the model will inform the mix of courses as well as the breadth and depth of foundational science instruction that is necessary to foster scientifically-based clinical reasoning skills in each student.

Conflict of interest statement

CONFLICT OF INTEREST The authors declare that they have no conflict of interest.

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