Eisenbarth Sophie, Tilling Thomas, Lueerss Eva, Meyer Jelka, Sehner Susanne, Guse Andreas H, Guse Nee Kurré Jennifer
Department of Biochemistry and Molecular Cell Biology, University Medical Center, Hamburg, Germany.
Dean's Office of Education and Students' Affairs, University Medical Center, Hamburg, Germany.
BMC Med Educ. 2016 Apr 29;16:132. doi: 10.1186/s12909-016-0646-9.
Heterogeneous basic science knowledge of medical students is an important challenge for medical education. In this study, the authors aimed at exploring the value and role of integrated supportive science (ISS) courses as a novel approach to address this challenge and to promote learning basic science concepts in medical education. ISS courses were embedded in a reformed medical curriculum.
The authors used a mixed methods approach including four focus groups involving ISS course lecturers and students (two each), and five surveys of one student cohort covering the results of regular student evaluations including the ISS courses across one study year. They conducted their study at the University Medical Center Hamburg-Eppendorf between December 2013 and July 2014.
Fourteen first-year medical students and thirteen ISS course lecturers participated in the focus groups. The authors identified several themes focused on the temporal integration of ISS courses into the medical curriculum, the integration of ISS course contents into core curriculum contents, the value and role of ISS courses, and the courses' setting and atmosphere. The integrated course concept was positively accepted by both groups, with participants suggesting that it promotes retention of basic science knowledge. Values and roles identified by focus group participants included promotion of basic understanding of science concepts, integration of foundational and applied learning, and maximization of students' engagement and motivation. Building close links between ISS course contents and the core curriculum appeared to be crucial. Survey results confirmed qualitative findings regarding students' satisfaction, with some courses still requiring optimization.
Integration of supportive basic science courses, traditionally rather part of premedical education, into the medical curriculum appears to be a feasible strategy to improve medical students' understanding of basic science concepts and to increase their motivation and engagement.
医学生基础科学知识的参差不齐是医学教育面临的一项重大挑战。在本研究中，作者旨在探索整合支持性科学（ISS）课程作为应对这一挑战并促进医学教育中基础科学概念学习的一种新方法的价值和作用。ISS课程被纳入了经过改革的医学课程体系。
作者采用了混合研究方法，包括四个焦点小组，分别涉及ISS课程的讲师和学生（各两个小组），以及对一个学生群体进行的五次调查，涵盖了常规学生评估的结果，包括一个学年内的ISS课程。他们于2013年12月至2014年7月在汉堡-埃彭多夫大学医学中心开展了研究。
14名一年级医学生和13名ISS课程讲师参与了焦点小组。作者确定了几个主题，重点关注ISS课程在时间上融入医学课程体系、ISS课程内容融入核心课程内容、ISS课程的价值和作用以及课程的设置和氛围。两组都对整合课程的概念给予了肯定，参与者表示这有助于巩固基础科学知识。焦点小组参与者确定的价值和作用包括促进对科学概念的基本理解、基础学习与应用学习的整合，以及最大限度地提高学生的参与度和积极性。在ISS课程内容与核心课程之间建立紧密联系似乎至关重要。调查结果证实了关于学生满意度的定性研究结果，一些课程仍需优化。
将传统上属于医学预科教育一部分的支持性基础科学课程整合到医学课程体系中，似乎是提高医学生对基础科学概念的理解、增强其积极性和参与度的一种可行策略。
