Integrating Foundational and Clinical Science Remotely by Combining Team-Based Learning and Simulation.
Health professions education
Integration
Inter-disciplinary
Remote
Simulation
Team-based learning
Virtual
Journal
Medical science educator
ISSN: 2156-8650
Titre abrégé: Med Sci Educ
Pays: United States
ID NLM: 101625548
Informations de publication
Date de publication:
Aug 2023
Aug 2023
Historique:
accepted:
31
05
2023
medline:
7
8
2023
pubmed:
7
8
2023
entrez:
7
8
2023
Statut:
epublish
Résumé
Integrating foundational and clinical science in medical and other professional healthcare degree programs has been well established as a means to enhance learning. However, implementation remains challenging, and a significant gap exists in guidance for non-professional degree programs to effectively accomplish both types of integration. Additionally, many modalities described in the literature are resource-intensive, scale poorly to larger groups, and are widely inaccessible. We present an online modality combining team-based learning and a simulation-based learning experience that fosters vertical and horizontal integration of physiology, pharmacology, and clinical science. The tools utilized include a vital sign simulator, video conferencing software, and a document-sharing platform. The activity demonstrated improved knowledge comparing pre- and posttests and evidence that the activity helped students integrate physiology, pharmacology, and clinical medicine. The novel structure is effective and accessible, uses open-source software and standard equipment available to most undergraduate and graduate faculty, and is adaptable to in-person, hybrid-remote, and fully remote delivery. The online version contains supplementary material available at 10.1007/s40670-023-01817-9.
Identifiants
pubmed: 37546193
doi: 10.1007/s40670-023-01817-9
pii: 1817
pmc: PMC10403461
doi:
Types de publication
Journal Article
Langues
eng
Pagination
925-934Informations de copyright
© The Author(s) 2023.
Déclaration de conflit d'intérêts
Competing InterestsThe authors declare no competing interests.
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