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Cognition before curriculum: rethinking the integration of basic science and clinical learning

Kulamakan Mahan Kulasegaram1, Maria Athina Martimianakis, Maria Mylopoulos

  • 1Mr. Kulasegaram is a PhD candidate, Clinical Epidemiology and Biostatistics Program and Program for Education Research and Development, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada. He is also a Wilson Centre Fellow, University of Toronto, Toronto, Ontario, Canada. Dr. Martimianakis is director of scholarship, assistant professor, Department of Paediatrics, and scientist, Wilson Centre, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. Dr. Mylopoulos is assistant professor of paediatrics, University of Toronto, scientist, Learning Institute, Sick Kids Hospital, and scientist, Wilson Centre, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. Dr. Whitehead is vice chair for education, associate professor, Department of Family and Community Medicine, scientist, Wilson Centre, and education scientist, Centre for Ambulatory Care Education, Women's College Hospital, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. Dr. Woods is assistant professor, Department of Surgery, and education scientist, Wilson Centre, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.

Academic Medicine : Journal of the Association of American Medical Colleges
|August 24, 2013
PubMed
Summary

Integrating basic and clinical sciences in medical education is challenging. Effective strategies focus on cognitive links between knowledge domains at the session level for better learning outcomes.

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