| Creating an ideal social and behavioural sciences curriculum for medical students. | |
| | |
MedLine Citation:
|
PMID: 21091759 Owner: NLM Status: In-Process |
Abstract/OtherAbstract:
|
OBJECTIVES: Undergraduate medical education programmes universally struggle with overfull curricula that make curricular changes quite challenging. Final content decisions are often influenced by available faculty staff, vocal champions or institutional culture. We present a multi-modal process for identifying 'need-to-know' content while leveraging curricular change, using the social and behavioural sciences (SBS) as an exemplar. METHODS: Several multi-modal approaches were used to identify and triangulate core SBS curricula, including: a national survey of 204 faculty members who ranked the content importance of each of the SBS content areas; a comprehensive review of leading medical SBS textbooks; development of an algorithm to assess the strength of evidence for and potential clinical impact of each SBS construct; solicitation of student input, and review of guidelines from national advocacy organisations. To leverage curricular change, curriculum mapping was used to compare the school's 'actual' SBS curriculum with an 'ideal' SBS curriculum to highlight educational needs and areas for revision. Clinical clerkship directors assisted in translating core SBS content into relevant clinical competencies. RESULTS: Essential SBS content areas were identified along with more effective and efficient ways of teaching SBS within a medical setting. The triangulation of several methods to identify content raised confidence in the resulting content list. Mapping actual versus ideal SBS curricula highlighted both current strengths and weaknesses and identified opportunities for change. CONCLUSIONS: This multi-modal, several-stage process of generating need-to-know curricular content and comparing it with current practices helped promote curricular changes in SBS, a content area that has been traditionally difficult to teach and is often under-represented. It is likely that this process can be generalised to other emerging or under-represented topic areas. |
| | |
Authors:
|
Jason M Satterfield; Shelley R Adler; H Carrie Chen; Karen E Hauer; George W Saba; Rene Salazar |
Related Documents
:
|
2811489 - Medical schools in the year 2000 and beyond. 8431249 - Relevance of "irrelevant" facts in medical education: the value of basic science teachi... 7646739 - The undergraduate medical curriculum: centralized versus departmentalized. 9058019 - Human anatomy: a foundation for education about death and dying in medicine. 11503539 - Problem-based learning in medical education: the singapore hybrid. 2069649 - Implementing the association of teachers of preventive medicine's recommendations into ... 19763709 - Prompt reduction in use of medications for comorbid conditions after bariatric surgery. 8216659 - Predicting the first-year performances of international medical graduates in an interna... 12060789 - Seeing is believing? the form and substance of french medical debates over lourdes. |
Publication Detail:
|
Type: Journal Article; Research Support, N.I.H., Extramural |
Journal Detail:
|
Title: Medical education Volume: 44 ISSN: 1365-2923 ISO Abbreviation: Med Educ Publication Date: 2010 Dec |
Date Detail:
|
Created Date: 2010-11-24 Completed Date: - Revised Date: - |
Medline Journal Info:
|
Nlm Unique ID: 7605655 Medline TA: Med Educ Country: England |
Other Details:
|
Languages: eng Pagination: 1194-202 Citation Subset: IM |
Copyright Information:
|
© Blackwell Publishing Ltd 2010. |
Affiliation:
|
Division of General Internal Medicine, Department of Medicine, University of California San Francisco, 1545 Divisadero Street, San Francisco, CA 94115, USA. jsatter@medicine.ucsf.edu |
Export Citation:
|
APA/MLA Format Download EndNote Download BibTex |
| MeSH Terms | |
Descriptor/Qualifier:
|
|
| Grant Support | |
ID/Acronym/Agency:
|
K07 AT003131-01/AT/NCCAM NIH HHS |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
Previous Document: Feedback, the various tasks of the doctor, and the feedforward alternative.
Next Document: Second-year medical students' motivational beliefs, emotions, and achievement.