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Creation and implementation of a two year preclinical curriculum using multiple teaching approaches at a new osteopathic medical school (719.6)
Author(s) -
Wright Bruce,
Hernandez Mark
Publication year - 2014
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.28.1_supplement.719.6
Subject(s) - curriculum , attendance , osteopathic medicine in the united states , medical education , context (archaeology) , session (web analytics) , tracking (education) , flipped classroom , medicine , class (philosophy) , computer science , mathematics education , psychology , alternative medicine , pedagogy , pathology , world wide web , paleontology , economics , biology , economic growth , artificial intelligence
Curricular design and implementation for the pre‐clinical years of a new osteopathic medical school is being built on a number of curriculum innovations. Beginning with semester 1, a foundations of medicine course sets the stage for teaching of osteopathic principles and practices (OPP). Introductory clinical skills are taught using standardized patients, small groups, peer instruction and independent study modules. Semester 1 also includes anatomy and a molecular medicine course that includes biochemistry, genetics, immunology, and other introductory material that provides a biomedical sciences foundation. The other three semesters of years 1 and 2 are scheduled on a systems based curriculum with substantial emphasis on physiology, microbiology, and pharmacology taught in a clinical context, while clinical skills and OPP content is highly correlated with the content of the systems blocks. The curriculum includes both traditional lectures and flipped‐classroom formats combining one to three hours of Designated Student Assignments (DSA’s) with either a Basic Science Correlation (BSC) or a Clinical Integration Session (CIS). Through the 2nd to 4th semesters, systems course materials are linked to clinical applications courses. For example, in the 3 rd semester cardiovascular systems course, physiological introduction to the EKG will be followed by applications on simulators in which students place leads and read strips. Finally, from day one, use of Surface Pro tablets by all students, electronic textbooks & electronic testing & attendance tracking has made the curriculum virtually paperless. Throughout years 1 and 2, all courses assure active engagement of students by using and audience response system (ARS) in lectures, BSCs and CISs.