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Endocrine physiology in a patient-centered learning curriculum.

R C Vari1, K E Borg, V L McCleary

  • 1Department of Pharmacology, Physiology, and Therapeutics and Office of Medical Education, University of North Dakota School of Medicine and Health Sciences, Grand Forks, ND 58202, USA. rdvari@medicine.nodak.edu

Advances in Physiology Education
|February 5, 2002
PubMed
Summary
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The University of North Dakota redesigned its medical curriculum to a hybrid model, reducing lecture hours by 65% and emphasizing patient-centered learning (PCL) for physiology education.

Area of Science:

  • Medical Education
  • Physiology Curriculum Design

Background:

  • The University of North Dakota School of Medicine and Health Sciences implemented a new curriculum.
  • This curriculum is a problem-based/traditional hybrid model.
  • It uses an integrated organ systems-based approach.

Purpose of the Study:

  • To describe the redesigned medical curriculum at UND.
  • To detail the patient-centered learning (PCL) approach.
  • To highlight the endocrine physiology component within the new curriculum.

Main Methods:

  • Reduced general lecture hours by 65%, particularly in physiology.
  • Implemented small group, faculty-facilitated learning.
  • Centered curriculum around patient cases for integrated science learning.

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Main Results:

  • Students engage in self-directed learning.
  • Endocrine physiology is taught in year one with a focus on normal function.
  • Endocrine physiology is revisited in year two, focusing on pathobiology.

Conclusions:

  • The PCL curriculum effectively integrates basic and clinical sciences.
  • The endocrine component emphasizes both normal physiology and pathobiology.
  • This model fosters active student learning and case-based understanding.