Integration of basic science and clinical medicine: the innovative approach of the cadaver biopsy project at the Boston University School of Medicine
Curricular integration has emerged as a consistent theme in medical education reform. Vertical integration of topics such as pathology offers the potential to bring basic science content into the clinical arena, but faculty/student acceptance and curricular design pose challenges for such integratio...
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| Vydáno v: | Academic medicine Ročník 89; číslo 1; s. 50 |
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| Hlavní autoři: | , , , , , , , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
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United States
01.01.2014
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| ISSN: | 1938-808X, 1938-808X |
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| Abstract | Curricular integration has emerged as a consistent theme in medical education reform. Vertical integration of topics such as pathology offers the potential to bring basic science content into the clinical arena, but faculty/student acceptance and curricular design pose challenges for such integration.
The authors describe the Cadaver Biopsy Project (CBP) at Boston University School of Medicine as a sustainable model of vertical integration. Faculty and select senior medical students obtained biopsies of cadavers during the first-year gross anatomy course (fall 2009) and used these to develop clinical cases for courses in histology (spring 2010), pathology (fall 2010-spring 2011), and radiology (fall 2011 or spring 2012), thereby linking students' first experiences in basic sciences with other basic science courses and later clinical courses. Project goals included engaging medical stu dents in applying basic science princi ples in all aspects of patient care as they acquire skills. The educational intervention used a patient (cadaver)-centered approach and small-group, collaborative, case-based learning.
Through this project, the authors involved clinical and basic science faculty-plus senior medical students-in a collaborative project to design and implement an integrated curriculum through which students revisited, at several different points, the microscopic structure and pathophysiology of common diseases.
Developing appropriate, measurable out comes for medical education initiatives, including the CBP, is challenging. Accumu lation of qualitative feedback from surveys will guide continuous improvement of the CBP. Documenting longer-term impact of the curricular innovation on test scores and other competency-based outcomes is an ultimate goal. |
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| AbstractList | Curricular integration has emerged as a consistent theme in medical education reform. Vertical integration of topics such as pathology offers the potential to bring basic science content into the clinical arena, but faculty/student acceptance and curricular design pose challenges for such integration.
The authors describe the Cadaver Biopsy Project (CBP) at Boston University School of Medicine as a sustainable model of vertical integration. Faculty and select senior medical students obtained biopsies of cadavers during the first-year gross anatomy course (fall 2009) and used these to develop clinical cases for courses in histology (spring 2010), pathology (fall 2010-spring 2011), and radiology (fall 2011 or spring 2012), thereby linking students' first experiences in basic sciences with other basic science courses and later clinical courses. Project goals included engaging medical stu dents in applying basic science princi ples in all aspects of patient care as they acquire skills. The educational intervention used a patient (cadaver)-centered approach and small-group, collaborative, case-based learning.
Through this project, the authors involved clinical and basic science faculty-plus senior medical students-in a collaborative project to design and implement an integrated curriculum through which students revisited, at several different points, the microscopic structure and pathophysiology of common diseases.
Developing appropriate, measurable out comes for medical education initiatives, including the CBP, is challenging. Accumu lation of qualitative feedback from surveys will guide continuous improvement of the CBP. Documenting longer-term impact of the curricular innovation on test scores and other competency-based outcomes is an ultimate goal. Curricular integration has emerged as a consistent theme in medical education reform. Vertical integration of topics such as pathology offers the potential to bring basic science content into the clinical arena, but faculty/student acceptance and curricular design pose challenges for such integration.PROBLEMCurricular integration has emerged as a consistent theme in medical education reform. Vertical integration of topics such as pathology offers the potential to bring basic science content into the clinical arena, but faculty/student acceptance and curricular design pose challenges for such integration.The authors describe the Cadaver Biopsy Project (CBP) at Boston University School of Medicine as a sustainable model of vertical integration. Faculty and select senior medical students obtained biopsies of cadavers during the first-year gross anatomy course (fall 2009) and used these to develop clinical cases for courses in histology (spring 2010), pathology (fall 2010-spring 2011), and radiology (fall 2011 or spring 2012), thereby linking students' first experiences in basic sciences with other basic science courses and later clinical courses. Project goals included engaging medical stu dents in applying basic science princi ples in all aspects of patient care as they acquire skills. The educational intervention used a patient (cadaver)-centered approach and small-group, collaborative, case-based learning.APPROACHThe authors describe the Cadaver Biopsy Project (CBP) at Boston University School of Medicine as a sustainable model of vertical integration. Faculty and select senior medical students obtained biopsies of cadavers during the first-year gross anatomy course (fall 2009) and used these to develop clinical cases for courses in histology (spring 2010), pathology (fall 2010-spring 2011), and radiology (fall 2011 or spring 2012), thereby linking students' first experiences in basic sciences with other basic science courses and later clinical courses. Project goals included engaging medical stu dents in applying basic science princi ples in all aspects of patient care as they acquire skills. The educational intervention used a patient (cadaver)-centered approach and small-group, collaborative, case-based learning.Through this project, the authors involved clinical and basic science faculty-plus senior medical students-in a collaborative project to design and implement an integrated curriculum through which students revisited, at several different points, the microscopic structure and pathophysiology of common diseases.OUTCOMESThrough this project, the authors involved clinical and basic science faculty-plus senior medical students-in a collaborative project to design and implement an integrated curriculum through which students revisited, at several different points, the microscopic structure and pathophysiology of common diseases.Developing appropriate, measurable out comes for medical education initiatives, including the CBP, is challenging. Accumu lation of qualitative feedback from surveys will guide continuous improvement of the CBP. Documenting longer-term impact of the curricular innovation on test scores and other competency-based outcomes is an ultimate goal.NEXT STEPSDeveloping appropriate, measurable out comes for medical education initiatives, including the CBP, is challenging. Accumu lation of qualitative feedback from surveys will guide continuous improvement of the CBP. Documenting longer-term impact of the curricular innovation on test scores and other competency-based outcomes is an ultimate goal. |
| Author | Johnston-Cox, Hillary Vaughan, Deborah Gallan, Alexander Shaffer, Kitt O'Hara, Carl Vaisman, Lev Eisenstein, Anna Joseph, Lija |
| Author_xml | – sequence: 1 givenname: Anna surname: Eisenstein fullname: Eisenstein, Anna organization: Ms. Eisenstein is an MD-PhD student, Boston University School of Medicine, Boston, Massachusetts. Mr. Vaisman is an MD-PhD student, Boston University School of Medicine, Boston, Massachusetts. Ms. Johnston-Cox is an MD-PhD student, Boston University School of Medicine, Boston, Massachusetts. Dr. Gallan is a pathology resident, University of Chicago, Chicago, Illinois. Dr. Shaffer is professor of radiology, Boston University School of Medicine, Boston, Massachusetts. Dr. Vaughan is professor of anatomy and neurobiology, Boston University School of Medicine, Boston, Massachusetts. Dr. O'Hara is professor of pathology and laboratory medicine, Boston University School of Medicine, Boston, Massachusetts. Dr. Joseph is adjunct associate professor of pathology and laboratory medicine, Boston University School of Medicine, Boston, Massachusetts – sequence: 2 givenname: Lev surname: Vaisman fullname: Vaisman, Lev – sequence: 3 givenname: Hillary surname: Johnston-Cox fullname: Johnston-Cox, Hillary – sequence: 4 givenname: Alexander surname: Gallan fullname: Gallan, Alexander – sequence: 5 givenname: Kitt surname: Shaffer fullname: Shaffer, Kitt – sequence: 6 givenname: Deborah surname: Vaughan fullname: Vaughan, Deborah – sequence: 7 givenname: Carl surname: O'Hara fullname: O'Hara, Carl – sequence: 8 givenname: Lija surname: Joseph fullname: Joseph, Lija |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/24280854$$D View this record in MEDLINE/PubMed |
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| SubjectTerms | Anatomy - education Biological Science Disciplines Biopsy - standards Boston Cadaver Clinical Competence Curriculum Education, Medical, Undergraduate Educational Measurement Evidence-Based Medicine Histology - education Humans Models, Educational Organizational Innovation Pathology - education Program Development Program Evaluation Radiology - education Schools, Medical Students, Medical |
| Title | Integration of basic science and clinical medicine: the innovative approach of the cadaver biopsy project at the Boston University School of Medicine |
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