Integrating physiology into the first two years of a new osteopathic medical school curriculum

被引：0
作者：
Slater, Natalie F. [1 ]
Nizamutdinova, Irina [1 ]
Jacobs, Blaine A. [1 ]
Slater III, Robert T. [1 ]
Bradley, Jessica M. [1 ]
机构：
[1] Univ Incarnate Word, Sch Osteopath Med, Dept Clin & Appl Sci Educ, San Antonio, TX 78235 USA
来源：
FRONTIERS IN PHYSIOLOGY | 2023年 / 14卷
关键词：
curriculum; education; medical; integration; undergraduate; physiology; EDUCATION; STUDENTS;
D O I：
10.3389/fphys.2023.1175662
中图分类号：
Q4 [生理学];
学科分类号：
071003 ;
摘要：
The integrated curriculum is a hot topic in curriculum reform in undergraduate medical education; however, there are varying definitions of the term, and resources guiding the integration of specific disciplines throughout the first 2 years of undergraduate medical education in a learner-centered curriculum are limited. Our first class matriculated into our osteopathic medical school in 2017, and since then we have developed and implemented a learner-centered, integrated curriculum that begins on day one for our learners. This paper will discuss our experience with the development and implementation of the University of the Incarnate Word School of Osteopathic Medicine (UIWSOM) curriculum with specific emphasis on how we incorporate physiology into it.
引用
收藏
页数：7
相关论文
共 50 条
  • [41] Searching for Amistad in Two School Districts: A Case Study of Black History Curriculum Implementation in New Jersey
    Clay, Kevin L.
    Broege, Nora C. R.
    EDUCATIONAL ADMINISTRATION QUARTERLY, 2022, 58 (05) : 718 - 745
  • [42] Learning New Skills in Innovation, Leadership, and Discovery During a 9-Month Scholarly Concentration: Results from the First Cohort at a New Medical School
    Corliss, Stephanie B.
    Abrams, Stacy
    Cox, Susan
    Nelson, Elizabeth A.
    MEDICAL SCIENCE EDUCATOR, 2021, 31 (02) : 331 - 336
  • [43] A Change to Pass/Fail Grading in the First Two Years at One Medical School Results in Improved Psychological Well-Being
    Bloodgood, Robert A.
    Short, Jerry G.
    Jackson, John M.
    Martindale, James R.
    ACADEMIC MEDICINE, 2009, 84 (05) : 655 - 662
  • [44] A Model of Integrating Emergency Orthopedics to Anatomy Curriculum for Medical School Students: Hip Joint as an Example of Lower Extremity Course
    Marreez Y.M.A.-H.
    Medical Science Educator, 2013, 23 (3) : 325 - 326
  • [45] Competency-based and less time-bound: a new approach to the macro-structure of a medical school curriculum
    Hoffman, Miriam
    Dedow, Lindsey
    Boscamp, Jeffrey
    MEDICAL EDUCATION ONLINE, 2024, 29 (01):
  • [46] Perspective: PhD Scientists Completing Medical School in Two Years: Looking at the Miami PhD-to-MD Program Alumni Twenty Years Later
    Koniaris, Leonidas G.
    Cheung, Michael C.
    Garrison, Gwen
    Awad, William M., Jr.
    Zimmers, Teresa A.
    ACADEMIC MEDICINE, 2010, 85 (04) : 687 - 691
  • [47] New Entrants' Expectations of the First Year Computer Science Experience in the Context of a New National High School Curriculum
    Bhardwaj, Jyoti
    PROCEEDINGS OF THE 2019 ACM CONFERENCE ON INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION (ITICSE '19), 2019, : 85 - 91
  • [48] Visible Human Project based applications can prompt integrating cross-sectional anatomy into the medical school curriculum when combined with radiological modalities: A three-year cross-sectional observational study
    Al-Redouan, Azzat
    Dudin, Alexander
    Urbanek, Abbygale Jirina
    Olsson, Ebba
    Kachlik, David
    ANNALS OF ANATOMY-ANATOMISCHER ANZEIGER, 2025, 257
  • [49] ACTIVE AND PROBLEM-BASED LEARNING - 2 YEARS EXPERIENCE IN PHYSIOLOGY AT THE MEDICAL-SCHOOL OF THE UNIVERSITY-OF-BARCELONA
    PALES, J
    GUAL, A
    MEDICAL EDUCATION, 1992, 26 (06) : 466 - 472
  • [50] SHORT-TERM OUTCOMES OF A NEAR-FULL PBL CURRICULUM IN A NEW TAIWAN MEDICAL SCHOOL
    Tsou, Kuo-Inn
    Cho, Shu-Ling
    Lin, Chaou-Shune
    Sy, Leticia B.
    Yang, Li-King
    Chou, Ting-Ywan
    Chiang, Han-Sun
    KAOHSIUNG JOURNAL OF MEDICAL SCIENCES, 2009, 25 (05) : 282 - 292
12345