This imperative was codified by Irby and Cook in 2010 with the publication of “Calls for reform of medical education by the Carnegie Foundation for the Advancement of Teaching: 19”. medical schools to both restructure the delivery of the preclinical curriculum and to find ways to integrate the basic sciences together with clinical medicine. Over the past 10 years, there has been a growing imperative for U.S. We also discuss how, based on feedback from both student evaluations and performance data, the course evolved over the first two iterations. 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. Here, we describe the format and content of the course.
This course, in line with the goals and missions of DMS, presented material using primarily self-directed and active learning approaches. 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.
SYPHILIS SKETCHY MICRO HOW TO
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.
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