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A new approach to bridging content gaps in the clinical curriculum.
Med Teach. 2007 Mar; 29(2-3):e47-50.MT

Abstract

BACKGROUND

In 2004-05 Tulane University School of Medicine implemented a longitudinal Interdisciplinary Seminar Series composed of small-group interactive exercises to address topics that are often overlooked during the clinical education of medical students. The series utilizes five adult learning principles.

METHODS

Each of 13 seminars is offered at a fixed time slot, repeated two to six times per year. Students are required to attend a minimum of five seminars, of their choice, during years three and four. Students access an online pre-enrollment system that maximizes learning opportunities by limiting the number of participants. Seminars emphasize active learning with small-group problem-solving exercises and multiple interactive techniques. Clinical vignettes, standardized patients, journal articles, and case-based learning are among the learning methods.

RESULTS

Seminar evaluations showed strong support in program content and effectiveness (mean = 4.47 on a five-point scale), facilitators (4.63), and learning opportunities (4.51). Additionally, students strongly endorsed individual seminars to classmates (4.47). Twelve of 13 (92%) seminars received scores higher than 4.0 for program content and effectiveness, facilitators and learning opportunities.

CONCLUSIONS

The Interdisciplinary Seminar Series has been a valuable addition to the Tulane clinical curriculum. Students report that the success of the series is due to: (a) their ability to select seminars based on their individualized interests and needs; and (b) faculty development of student-centered seminars with active learning opportunities. This Seminar Series differs from interclerkship initiatives at other medical schools where topics are offered less frequently and to a class as a whole. Tulane's program is a longitudinal intervention with multiple opportunities for student participation during their clinical education. Seminars are repeated to allow greater flexibility in student scheduling. Seminar discussions are rich in content since attendees include both third- and fourth-year students with variable levels of clinical skills and experiences.

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Publisher Full Text

Authors+Show Affiliations

Landry MD
Tulane University School of Medicine, New Orleans, LA, USA.
Markert RJ
No affiliation info available
Kahn MJ
No affiliation info available
Lazarus CJ
No affiliation info available
Krane NK
No affiliation info available

MeSH

AdultClinical MedicineCurriculumEducation, MedicalHumansProblem SolvingProblem-Based LearningProgram Evaluation

Pub Type(s)

Journal Article

Language

eng

PubMed ID

17701609

Citation

Landry, Michael D., et al. "A New Approach to Bridging Content Gaps in the Clinical Curriculum." Medical Teacher, vol. 29, no. 2-3, 2007, pp. e47-50.
Landry MD, Markert RJ, Kahn MJ, et al. A new approach to bridging content gaps in the clinical curriculum. Med Teach. 2007;29(2-3):e47-50.
Landry, M. D., Markert, R. J., Kahn, M. J., Lazarus, C. J., & Krane, N. K. (2007). A new approach to bridging content gaps in the clinical curriculum. Medical Teacher, 29(2-3), e47-50.
Landry MD, et al. A New Approach to Bridging Content Gaps in the Clinical Curriculum. Med Teach. 2007;29(2-3):e47-50. PubMed PMID: 17701609.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - A new approach to bridging content gaps in the clinical curriculum. AU - Landry,Michael D, AU - Markert,Ronald J, AU - Kahn,Marc J, AU - Lazarus,Cathy J, AU - Krane,N Kevin, PY - 2007/8/19/pubmed PY - 2007/9/19/medline PY - 2007/8/19/entrez SP - e47 EP - 50 JF - Medical teacher JO - Med Teach VL - 29 IS - 2-3 N2 - BACKGROUND: In 2004-05 Tulane University School of Medicine implemented a longitudinal Interdisciplinary Seminar Series composed of small-group interactive exercises to address topics that are often overlooked during the clinical education of medical students. The series utilizes five adult learning principles. METHODS: Each of 13 seminars is offered at a fixed time slot, repeated two to six times per year. Students are required to attend a minimum of five seminars, of their choice, during years three and four. Students access an online pre-enrollment system that maximizes learning opportunities by limiting the number of participants. Seminars emphasize active learning with small-group problem-solving exercises and multiple interactive techniques. Clinical vignettes, standardized patients, journal articles, and case-based learning are among the learning methods. RESULTS: Seminar evaluations showed strong support in program content and effectiveness (mean = 4.47 on a five-point scale), facilitators (4.63), and learning opportunities (4.51). Additionally, students strongly endorsed individual seminars to classmates (4.47). Twelve of 13 (92%) seminars received scores higher than 4.0 for program content and effectiveness, facilitators and learning opportunities. CONCLUSIONS: The Interdisciplinary Seminar Series has been a valuable addition to the Tulane clinical curriculum. Students report that the success of the series is due to: (a) their ability to select seminars based on their individualized interests and needs; and (b) faculty development of student-centered seminars with active learning opportunities. This Seminar Series differs from interclerkship initiatives at other medical schools where topics are offered less frequently and to a class as a whole. Tulane's program is a longitudinal intervention with multiple opportunities for student participation during their clinical education. Seminars are repeated to allow greater flexibility in student scheduling. Seminar discussions are rich in content since attendees include both third- and fourth-year students with variable levels of clinical skills and experiences. SN - 1466-187X UR - https://www.unboundmedicine.com/medline/citation/17701609/A_new_approach_to_bridging_content_gaps_in_the_clinical_curriculum_ L2 - https://www.tandfonline.com/doi/full/10.1080/01421590601034662 DB - PRIME DP - Unbound Medicine ER -