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In which sequence? Does it matter?

Manori Amarasekera1, Rebecca Anglin1

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Summary
This summary is machine-generated.

The sequence of learning topics in preclinical medical education is crucial but under-researched. This study highlights the need for more literature on optimizing preclinical curriculum sequencing for better student learning outcomes.

Keywords:
curriculum reviewmedical educationpedagogypreclinicalsequencethemes

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Area of Science:

  • Medical Education
  • Curriculum Development

Background:

  • Preclinical curricula are synchronized across student cohorts, making topic sequencing highly relevant.
  • Clinical curricula involve parallel rotations, leading to varied start/end points and less emphasis on sequence.
  • Numerous pedagogical and logistical factors influence the optimal sequence of preclinical themes.

Purpose of the Study:

  • To address the identified gap in literature regarding the optimal sequencing of themes in preclinical medical curricula.
  • To share challenges encountered during preclinical curriculum reorganization and invite scholarly discussion.
  • To benefit curriculum developers and educators in designing and reviewing preclinical programs.

Main Methods:

  • The study involved reorganizing the sequence of themes for the preclinical curriculum at the University of Notre Dame Australia Fremantle.
  • A review of existing literature on preclinical curriculum sequencing was conducted.
  • The authors identified a gap in publications concerning the optimal sequence of learning themes.

Main Results:

  • A significant gap in the literature concerning the optimal sequencing of themes for preclinical curricula was identified.
  • The process of reorganizing the curriculum highlighted the complexity and importance of topic order.
  • Publications on this specific topic are surprisingly sparse.

Conclusions:

  • The sequence of learning themes is a critical factor in preclinical medical education.
  • There is a need for further research and scholarly exchange on preclinical curriculum sequencing.
  • Sharing experiences can aid institutions in developing and refining their preclinical curricula.