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Exploring the value and role of integrated supportive science courses in the reformed medical curriculum iMED: a mixed methods study
Heterogeneous basic science knowledge of medical students is an important challenge for medical education. In this study, the authors aimed at exploring the value and role of integrated supportive science (ISS) courses as a novel approach to address this challenge and to promote learning basic scien...
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Published in: | BMC medical education 2016-04, Vol.16 (130), p.132-132, Article 132 |
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description | Heterogeneous basic science knowledge of medical students is an important challenge for medical education. In this study, the authors aimed at exploring the value and role of integrated supportive science (ISS) courses as a novel approach to address this challenge and to promote learning basic science concepts in medical education. ISS courses were embedded in a reformed medical curriculum.
The authors used a mixed methods approach including four focus groups involving ISS course lecturers and students (two each), and five surveys of one student cohort covering the results of regular student evaluations including the ISS courses across one study year. They conducted their study at the University Medical Center Hamburg-Eppendorf between December 2013 and July 2014.
Fourteen first-year medical students and thirteen ISS course lecturers participated in the focus groups. The authors identified several themes focused on the temporal integration of ISS courses into the medical curriculum, the integration of ISS course contents into core curriculum contents, the value and role of ISS courses, and the courses' setting and atmosphere. The integrated course concept was positively accepted by both groups, with participants suggesting that it promotes retention of basic science knowledge. Values and roles identified by focus group participants included promotion of basic understanding of science concepts, integration of foundational and applied learning, and maximization of students' engagement and motivation. Building close links between ISS course contents and the core curriculum appeared to be crucial. Survey results confirmed qualitative findings regarding students' satisfaction, with some courses still requiring optimization.
Integration of supportive basic science courses, traditionally rather part of premedical education, into the medical curriculum appears to be a feasible strategy to improve medical students' understanding of basic science concepts and to increase their motivation and engagement. |
doi_str_mv | 10.1186/s12909-016-0646-9 |
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The authors used a mixed methods approach including four focus groups involving ISS course lecturers and students (two each), and five surveys of one student cohort covering the results of regular student evaluations including the ISS courses across one study year. They conducted their study at the University Medical Center Hamburg-Eppendorf between December 2013 and July 2014.
Fourteen first-year medical students and thirteen ISS course lecturers participated in the focus groups. The authors identified several themes focused on the temporal integration of ISS courses into the medical curriculum, the integration of ISS course contents into core curriculum contents, the value and role of ISS courses, and the courses' setting and atmosphere. The integrated course concept was positively accepted by both groups, with participants suggesting that it promotes retention of basic science knowledge. Values and roles identified by focus group participants included promotion of basic understanding of science concepts, integration of foundational and applied learning, and maximization of students' engagement and motivation. Building close links between ISS course contents and the core curriculum appeared to be crucial. Survey results confirmed qualitative findings regarding students' satisfaction, with some courses still requiring optimization.
Integration of supportive basic science courses, traditionally rather part of premedical education, into the medical curriculum appears to be a feasible strategy to improve medical students' understanding of basic science concepts and to increase their motivation and engagement.</description><identifier>ISSN: 1472-6920</identifier><identifier>EISSN: 1472-6920</identifier><identifier>DOI: 10.1186/s12909-016-0646-9</identifier><identifier>PMID: 27129494</identifier><language>eng</language><publisher>England: BioMed Central Ltd</publisher><subject>Adolescent ; Adult ; Anatomy ; Attitude of Health Personnel ; Biological Science Disciplines - education ; Cohort Studies ; Core Curriculum ; Curricula ; Curriculum ; Data Analysis ; Education, Medical ; Educational Change ; Educational Measurement ; Evaluation ; Female ; Focus Groups ; Germany ; Health education ; Humans ; Introductory Courses ; Likert Scales ; Male ; Mathematics Activities ; Medical Education ; Medical Schools ; Mixed Methods Research ; Online Surveys ; Organic Chemistry ; Physics ; Retention (Psychology) ; Science Curriculum ; Sciences education ; Socioeconomic Background ; Student Participation ; Systems Integration ; Teaching Experience ; Teaching Methods ; Young Adult</subject><ispartof>BMC medical education, 2016-04, Vol.16 (130), p.132-132, Article 132</ispartof><rights>COPYRIGHT 2016 BioMed Central Ltd.</rights><rights>Copyright BioMed Central 2016</rights><rights>Eisenbarth et al. 2016</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c494t-99de93266b588f1601818ad6d4a75ec29807f69b23de817b9da51132415f85583</citedby><cites>FETCH-LOGICAL-c494t-99de93266b588f1601818ad6d4a75ec29807f69b23de817b9da51132415f85583</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC4851779/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/1797596511?pq-origsite=primo$$EHTML$$P50$$Gproquest$$Hfree_for_read</linktohtml><link.rule.ids>230,314,727,780,784,885,21378,21394,25753,27924,27925,33611,33612,33877,33878,37012,37013,43733,43880,44590,53791,53793</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/27129494$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Eisenbarth, Sophie</creatorcontrib><creatorcontrib>Tilling, Thomas</creatorcontrib><creatorcontrib>Lueerss, Eva</creatorcontrib><creatorcontrib>Meyer, Jelka</creatorcontrib><creatorcontrib>Sehner, Susanne</creatorcontrib><creatorcontrib>Guse, Andreas H</creatorcontrib><creatorcontrib>Guse Nee Kurré, Jennifer</creatorcontrib><title>Exploring the value and role of integrated supportive science courses in the reformed medical curriculum iMED: a mixed methods study</title><title>BMC medical education</title><addtitle>BMC Med Educ</addtitle><description>Heterogeneous basic science knowledge of medical students is an important challenge for medical education. In this study, the authors aimed at exploring the value and role of integrated supportive science (ISS) courses as a novel approach to address this challenge and to promote learning basic science concepts in medical education. ISS courses were embedded in a reformed medical curriculum.
The authors used a mixed methods approach including four focus groups involving ISS course lecturers and students (two each), and five surveys of one student cohort covering the results of regular student evaluations including the ISS courses across one study year. They conducted their study at the University Medical Center Hamburg-Eppendorf between December 2013 and July 2014.
Fourteen first-year medical students and thirteen ISS course lecturers participated in the focus groups. The authors identified several themes focused on the temporal integration of ISS courses into the medical curriculum, the integration of ISS course contents into core curriculum contents, the value and role of ISS courses, and the courses' setting and atmosphere. The integrated course concept was positively accepted by both groups, with participants suggesting that it promotes retention of basic science knowledge. Values and roles identified by focus group participants included promotion of basic understanding of science concepts, integration of foundational and applied learning, and maximization of students' engagement and motivation. Building close links between ISS course contents and the core curriculum appeared to be crucial. Survey results confirmed qualitative findings regarding students' satisfaction, with some courses still requiring optimization.
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In this study, the authors aimed at exploring the value and role of integrated supportive science (ISS) courses as a novel approach to address this challenge and to promote learning basic science concepts in medical education. ISS courses were embedded in a reformed medical curriculum.
The authors used a mixed methods approach including four focus groups involving ISS course lecturers and students (two each), and five surveys of one student cohort covering the results of regular student evaluations including the ISS courses across one study year. They conducted their study at the University Medical Center Hamburg-Eppendorf between December 2013 and July 2014.
Fourteen first-year medical students and thirteen ISS course lecturers participated in the focus groups. The authors identified several themes focused on the temporal integration of ISS courses into the medical curriculum, the integration of ISS course contents into core curriculum contents, the value and role of ISS courses, and the courses' setting and atmosphere. The integrated course concept was positively accepted by both groups, with participants suggesting that it promotes retention of basic science knowledge. Values and roles identified by focus group participants included promotion of basic understanding of science concepts, integration of foundational and applied learning, and maximization of students' engagement and motivation. Building close links between ISS course contents and the core curriculum appeared to be crucial. Survey results confirmed qualitative findings regarding students' satisfaction, with some courses still requiring optimization.
Integration of supportive basic science courses, traditionally rather part of premedical education, into the medical curriculum appears to be a feasible strategy to improve medical students' understanding of basic science concepts and to increase their motivation and engagement.</abstract><cop>England</cop><pub>BioMed Central Ltd</pub><pmid>27129494</pmid><doi>10.1186/s12909-016-0646-9</doi><tpages>1</tpages><oa>free_for_read</oa></addata></record> |
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subjects | Adolescent Adult Anatomy Attitude of Health Personnel Biological Science Disciplines - education Cohort Studies Core Curriculum Curricula Curriculum Data Analysis Education, Medical Educational Change Educational Measurement Evaluation Female Focus Groups Germany Health education Humans Introductory Courses Likert Scales Male Mathematics Activities Medical Education Medical Schools Mixed Methods Research Online Surveys Organic Chemistry Physics Retention (Psychology) Science Curriculum Sciences education Socioeconomic Background Student Participation Systems Integration Teaching Experience Teaching Methods Young Adult |
title | Exploring the value and role of integrated supportive science courses in the reformed medical curriculum iMED: a mixed methods study |
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