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Related Experiment Videos

Shaping Perceptions of Basic Science Education by Utilizing Real Patient Encounters.

Emine Ercikan Abali1,2, Hanin Rashid1, H Liesel Copeland1

  • 1Rutgers Robert Wood Johnson Medical School, Piscataway, NJ 08854 USA.

Medical Science Educator
|August 30, 2021
PubMed
Summary

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This summary is machine-generated.

Interprofessional case discussions (ICDs) significantly improve medical students' basic science learning and retention. This teaching method enhances clinical understanding and student motivation, fostering a positive learning environment.

Area of Science:

  • Medical Education
  • Basic Science Integration
  • Clinical Reasoning

Background:

  • Integrating basic science with clinical practice is a persistent challenge in medical education.
  • Early clinical exposure can enhance basic science understanding, clinical skills, and reaffirm students' career motivations.
  • Medical schools increasingly aim to incorporate more patient interaction in the first year.

Purpose of the Study:

  • To evaluate the effectiveness of interprofessional case discussions (ICDs) in enhancing the basic science learning experience for first-year medical students.
  • To compare student satisfaction with ICDs against other case-based teaching modalities.

Main Methods:

  • Rutgers Robert Wood Johnson Medical School implemented ICDs, featuring lectures integrating basic science with disease, followed by discussions with patients, families, healthcare teams, and students.
Keywords:
Basic scienceIntegrationInterprofessionalMotivationReal patientRetentionTeaching modalityUndergraduate medical educationValue

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  • Student satisfaction was assessed via course evaluations (2013-2016) using quantitative and qualitative analyses.
  • Long-term basic science retention was measured in third- and fourth-year students, and teaching modalities were ranked.

    • Main Results:

    • Students reported significantly higher satisfaction with ICDs (93%) compared to Flipped Classrooms (66%) and Jigsaws (65%) for reinforcing concepts and integrating material (p < .001).
    • Qualitative analysis revealed student comments centered on enjoyment, learning/retention, clinical relevance of basic science, and reaffirmation of their passion for medicine.
    • Follow-up assessments showed significantly greater retention of the biochemical basis of diseases discussed in ICDs.

    Conclusions:

    • ICDs effectively integrate basic science into clinical contexts, uniquely demonstrating interprofessional care and the patient's/family's experience of illness.
    • This modality fosters a positive learning environment, enhancing student comfort, rapport with patients and providers, and motivation to learn basic science.
    • ICDs represent a superior method for improving basic science learning and retention in medical education.