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Team‐taught grand rounds promote horizontal and vertical integration in a discipline‐based medical curriculum
Author(s) -
Duffourc Michelle Marie,
Schoborg Robert V.,
McGowen K. Ramsey,
Lybrand Cynthia,
Blackwelder Reid B.
Publication year - 2013
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.27.1_supplement.516.11
Subject(s) - curriculum , test (biology) , medical education , process (computing) , polling , integrated curriculum , psychology , mathematics education , medicine , pedagogy , computer science , paleontology , biology , operating system
Discipline‐based medical curricula face the challenges of promoting horizontal (across course) and vertical (across years) integration, as well as providing opportunities for students to build the skills needed to become “residents‐as‐teachers”. To address these issues, we developed an Integrated Grand Rounds (IGR) series in which cases are co‐presented to M1/M2 students by clinical and basic science faculty. Sub‐topics relevant to the case are expanded upon by means of live patient interviews and small group sessions led by M3/M4 students. IGR effectiveness is measured by comparison of pre‐/post‐test scores and student attitude questionnaires. Overall, student post‐test scores improved by 23% and >; 95% of all students felt that this activity was an effective way to both integrate information across courses and highlight clinical applications of basic science material. Additionally, all M3/M4 students polled felt that the IGR provided a valuable opportunity to review important basic science concepts and practice clinical teaching skills. The IGR series has proven to be a highly successful tool for cross‐course and longitudinal integration and is enthusiastically supported by both faculty and students. Notably, the IGR provides an efficient and cost‐effective vehicle to expand interdisciplinary connections and enhance integration. As a result, we are in the process of expanding its use in our curriculum.