Department of Clinical Science, Kaiser Permanente Bernard J. Tyson School of Medicine, Pasadena, CA, USA.
Perm J. 2023 Mar 15;27(1):133-138. doi: 10.7812/TPP/22.138. Epub 2023 Jan 27.
Introduction The authors review a model of early medical student education that leverages the strengths of physician educators in curriculum development and small-group instruction in the first year of medical school. Objective The objective of this study was to understand the experience of practicing physicians who helped to design, implement, and deliver the first-year curriculum at a new medical school. Methods Survey data were collected for all first-year physician instructors and first-year medical students at the new Kaiser Permanente Bernard J. Tyson School of Medicine during the inaugural 2020-2021 academic year. Physician involvement in curriculum design and implementation, time required for teaching preparation, ratings of collaboration with basic scientists, and confidence and satisfaction of the clinician educators with first-year medical student education, as well as student satisfaction with physician educators, were all explored. Results Despite extensive time commitment from the physician educators and some reported variability in confidence ratings for course content, physicians rated their experience teaching first-year medical students at the new medical school highly. They rated their collaboration with basic scientists highly as well. Medical students rated their physician educators highly across multiple assessment domains. Conclusion The successful combination of basic scientists with physician educators in first-year medical education may provide a road map for other medical schools seeking to further integrate clinical sciences into basic science education.
简介 作者回顾了一种早期医学生教育模式，该模式利用了医师教育者在医学院第一年课程开发和小组教学方面的优势。 目的 本研究旨在了解在新医学院设计、实施和教授第一年课程的执业医师的经验。 方法 在 2020-2021 学年，对新凯撒永久伯纳德·J·泰森医学院的所有第一年医师讲师和第一年医学生进行了调查数据收集。 探讨了医师在课程设计和实施中的参与度、教学准备所需的时间、与基础科学家合作的评价、临床医师教育者对第一年医学生教育的信心和满意度，以及学生对医师教育者的满意度。 结果 尽管医师教育者投入了大量时间，并且对课程内容的信心评价存在一些差异，但医师对他们在新医学院教授第一年医学生的经验评价很高。 他们对与基础科学家的合作评价也很高。 医学生在多个评估领域对他们的医师教育者评价很高。 结论 在第一年医学教育中，将基础科学家与医师教育者成功结合起来，可能为其他寻求进一步将临床科学融入基础科学教育的医学院提供了蓝图。
