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Innovative Biochemistry Course Redesign to Integrate Basic and Clinical Sciences
Author(s) -
Nusair Nisreen
Publication year - 2019
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2019.33.1_supplement.617.23
Subject(s) - presentation (obstetrics) , medical education , curriculum , service learning , class (philosophy) , health care , service (business) , psychology , medicine , pedagogy , computer science , political science , artificial intelligence , law , radiology , economy , economics
The Biochemistry course is redesigned to include both service learning and clinical experiences. This innovative approach promotes the integration of basic and clinical sciences in the pre‐professional science curriculum. The redesigned course includes the following components: (1) Clinical case studies, that are complementary to the course material, have been implemented. Group discussions of case studies, pre‐case questions and post‐case reflections have motivated students and enhanced their learning, material retention, and academic success. (2) Students have volunteered in a medical center and a community clinic to reinforce both service learning and clinical experiences. (3) In a written report and an oral presentation, each student has described this volunteering experience and has also addressed examples that correlate between basic and clinical sciences. The students pointed that this experience has opened their eyes to multiple health issues. As future healthcare providers, students believe they should be proactive and make a difference through providing sustainable health system change that will result in better health outcomes. (4) Students have presented posters in the annual college research symposium. Then, these posters are displayed in the community clinic to serve as a tool to educate the patients, patient's families, and the community on preventing, managing and improving various illnesses. The goals of the novel course redesign along with its impact on students learning outcomes and development of their professional and graduate capabilities have been met. This course redesign has offered a significant change in class dynamics, promoted application of learned materials, and encouraged social interactions among students and students with their instructor and the community. Support or Funding Information None This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .