Use of a clinical seminar to horizontally integrate basic science and clinical topics for year-one students

To describe a clinical seminar introduced to integrate basic science and clinical topics for first-quarter chiropractic students.

A 2-hour interactive seminar was created to integrate information from a diverse array of basic science and clinical courses that students undertake during the first quarter of a chiropractic degree program. A patient from teaching clinic served as the clinical focus for integrating basic science and clinical topics. Student knowledge, confidence in knowledge and perceptions of the program were assessed using blinded questionnaires. Changes in student knowledge were analyzed using the sign test. Changes in student confidence in knowledge were assessed using the Wilcoxon Signed Rank test for two related samples. Student perceptions of the experience were assessed using six Likert items and written comments that were analyzed qualitatively.

One hundred ten students participated in the seminar. A statistically significant improvement in student knowledge and confidence in knowledge was observed immediately following the seminar. Student satisfaction with the program was considered high, based on questionnaire scores.

Overall, attendance at the seminar enhanced student clinical and basic science knowledge and confidence in knowledge gained. Students found the seminar enjoyable, and the seminar achieved the goal of integrating clinical information with basic science information.