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Integrating physiology into a scheme‐based curriculum (88.2)
Author(s) -
Janssen Herbert,
Osborne David
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.88.2
Subject(s) - presentation (obstetrics) , curriculum , scheme (mathematics) , process (computing) , medical education , computer science , mathematics education , psychology , medicine , pedagogy , radiology , mathematical analysis , mathematics , operating system
The scheme‐based curriculum model used at the Paul L Foster School of Medicine delivers the same basic science topics covered in other curriculum models; however, these topics are related primarily to a patient’s presenting condition and secondarily to an organ system. This model is designed to provide students the opportunity to examine basic science content as it relates to each condition with the belief that this will encourage critical thinking, content integration, and ultimately improved diagnostic skills. The model, originally developed at the University of Calgary has been modified to take advantage of the strengths at our University. Each scheme provides a framework that could be followed when evaluating data used in the diagnosis and treatment of a patient. Anatomical consideration are often considered first, followed by physiology, pathology, pharmacology with other disciplines providing the underpinnings of the diagnostic process. Close collaboration among clinician and basic science educators is essential. The order of basic science topic presentation is scheme dependent; thus, teaching materials available in traditional textbooks often becomes cumbersome to follow. Students graduating from this new school have performed above the national average on standardized exams.