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The Anatomy Laboratory as a Fulcrum of Basic and Clinical‐Science Integration
Author(s) -
Nausheen Fauzia,
AlEyd Ghaith,
Ettarh Rajunor,
Hassan Sherif,
Yakub Mohsin,
Suskind Robert,
Tenore Alfred
Publication year - 2017
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.31.1_supplement.733.9
Subject(s) - session (web analytics) , thoracentesis , curriculum , medical education , presentation (obstetrics) , medicine , active learning (machine learning) , team based learning , multidisciplinary approach , medical physics , computer science , psychology , pleural effusion , radiology , artificial intelligence , world wide web , pedagogy , social science , sociology
At California University of Science and Medicine, School of Medicine (CalMed‐SOM) we have designed an active learning, competency‐based and Clinical Presentation (CP) driven curriculum which avails itself of current, established, best pedagogical learning methodologies collated from the world's most advanced educational institutions, all guided by adult learning strategies. With the introduction of this active‐learning, system‐based and team‐driven curriculum (tightly integrated with “Clinical Presentations” [CP]), there is a need to create laboratory sessions that support content integration with the active learning methods used. With this in mind, CalMed‐SoM has designed the anatomy lab experience as a hands‐on multidisciplinary learning adventure which emphasizes the prompt exposure of pre‐clinical students to clinical conditions integrating, from day 1 of medical school, structure and function with pathology. Methods and Results During the course “ Transport and Delivery of Life's Elements ” (i.e., Cardiovascular‐Pulmonary System), a lab session on thoracentesis has been designed. The laboratory session is aligned with the week's CP (dyspnea), clinical case (pleural effusion), and clinical skill session. The utilization of the appropriate learning venue containing spirometers and its interpretation software, multimedia applications, ultrasonographs, manikins and human cadavers, along with the use of student volunteers, will allow to integrate the planned learning objectives of anatomy, physiology and pathology for this clinical application session of thoracentesis. The session is designed to provide students with the opportunity to apply and integrate knowledge across disciplines. The overall learning outcomes of this particular lab session, include: To describe the ultra‐sonographic anatomical appearance of thoracic wall, thoracic/abdominal viscera and the identification of fluid in pleural cavity. To demonstrate the procedural skills of thoracentesis and the use of bedside ultrasonography. To explain the principle of spirometry and estimates of different lung volumes and capacities. To relate the effects of pneumothorax and pleural effusion on pulmonary function.Conclusions Multidisciplinary integrated medical education using anatomy lab will be an effective tool to improve knowledge and skills of medical students early in the curriculum to better prepare them to meet the challenging diagnostic and safe practice requirements needed in the clinical years. In addition, performance of bedside procedures, will promote spiral integration of the basic and clinical sciences.