Steinel Natalie, Palmer Gregory C, Nowicki Emily, Lee Ernestine, Nelson Elizabeth, Whiteley Marvin, Lee Michael W
Department of Biological Sciences, University of Massachusetts Lowell, Lowell, MA USA.
Institute of Environmental Sustainability, Loyola University, Chicago, IL USA.
Med Sci Educ. 2019 Jan 18;29(1):315-324. doi: 10.1007/s40670-018-00689-8. eCollection 2019 Mar.
In an era of decreasing basic science curriculum at medical schools, we sought to re-imagine how to optimally deliver three core basic science disciplines (microbiology, pharmacology, and immunology) together with infectious disease in a 5-week course. This course, developed as part of a new 1-year pre-clinical basic science curriculum at the recently established Dell Medical School (DMS) at the University of Texas at Austin, featured a fully integrated curriculum in which the majority of the sessions were team-taught. This course, in line with the goals and missions of DMS, presented material using primarily self-directed and active learning approaches. Here, we describe the format and content of the course. We present our strategy and rationale for selecting these particular learning modalities and topics for pre-class and in-class coverage, using educational and cognitive psychology literature as a guide. We also discuss how, based on feedback from both student evaluations and performance data, the course evolved over the first two iterations.
在医学院校基础科学课程不断减少的时代，我们试图重新构想如何在一个为期5周的课程中，将三门核心基础科学学科（微生物学、药理学和免疫学）与传染病学进行最佳整合授课。本课程是德克萨斯大学奥斯汀分校新成立的戴尔医学院（DMS）为期1年的临床前基础科学新课程的一部分，其特点是课程完全整合，大部分课程由团队授课。本课程符合DMS的目标和使命，主要采用自主学习和主动学习方法来呈现教学内容。在此，我们描述该课程的形式和内容。我们以教育和认知心理学文献为指导，阐述选择这些特定学习方式以及课前和课堂讲授主题的策略和基本原理。我们还将讨论基于学生评估反馈和成绩数据，该课程在前两轮教学中是如何演变的。
