Kirsten M Wilkins1, David Moore2, Robert M Rohrbaugh2, Gregory W Briscoe3. 1. Yale University School of Medicine, New Haven, CT, USA. kirsten.wilkins@yale.edu. 2. Yale University School of Medicine, New Haven, CT, USA. 3. Eastern Virginia Medical School, Norfolk, VA, USA.
Abstract
OBJECTIVE: Integration of basic and clinical science is a key component of medical education reform, yet best practices have not been identified. The authors compared two methods of basic and clinical science integration in the psychiatry clerkship. METHODS: Two interventions aimed at integrating basic and clinical science were implemented and compared in a dementia conference: flipped curriculum and coteaching by clinician and physician-scientist. The authors surveyed students following each intervention. Likert-scale responses were compared. RESULTS: Participants in both groups responded favorably to the integration format and would recommend integration be implemented elsewhere in the curriculum. Survey response rates differed significantly between the groups and student engagement with the flipped curriculum video was limited. CONCLUSIONS: Flipped curriculum and co-teaching by clinician and physician-scientist are two methods of integrating basic and clinical science in the psychiatry clerkship. Student learning preferences may influence engagement with a particular teaching format.
OBJECTIVE: Integration of basic and clinical science is a key component of medical education reform, yet best practices have not been identified. The authors compared two methods of basic and clinical science integration in the psychiatry clerkship. METHODS: Two interventions aimed at integrating basic and clinical science were implemented and compared in a dementia conference: flipped curriculum and coteaching by clinician and physician-scientist. The authors surveyed students following each intervention. Likert-scale responses were compared. RESULTS:Participants in both groups responded favorably to the integration format and would recommend integration be implemented elsewhere in the curriculum. Survey response rates differed significantly between the groups and student engagement with the flipped curriculum video was limited. CONCLUSIONS: Flipped curriculum and co-teaching by clinician and physician-scientist are two methods of integrating basic and clinical science in the psychiatry clerkship. Student learning preferences may influence engagement with a particular teaching format.
Authors: Arden D Dingle; Annelyn Torres-Reveron; Mario Gil; Francisco Fernandez; Ignacio Martinez Escobedo; Valerie Terry; Gladys E Maestre; Gabriel A de Erausquin Journal: Acad Psychiatry Date: 2019-06-20