Combining the M1 and M2 Classroom: an Effective Method for Vertical and Horizontal Integration of Core Competencies

Abstract

Despite recent advances in undergraduate medical education, integration of vertical curricula and simultaneous delivery of competencies remain challenging. To address this educational challenge, we delivered a series of case-based exercises to a combined class of M1 and M2 students to achieve vertical (year-to-year) and horizontal (clinical and basic science) integration. These exercises consisted of a case, concept mapping activity to link basic science content to an underlying symptom, and follow-up discussion. Following the activities, students were asked to complete a survey evaluating the effectiveness of their experience including level of learning, effectiveness of peer teaching, and incorporation of core competencies. Overall, the students described the activity positively (informative and engaging). M1 students reported regularly helping M2 students review the M1 material. Unsurprisingly, the M2 students assisted the M1 students with the M2 material to a greater extent and significantly improved the M1 students’ confidence with that material. The M2 students generally felt successful in peer teaching but reported that it regularly revealed intrinsic knowledge gaps. As important, this activity reportedly addressed competencies in addition to Medical Knowledge, specifically Communication Skills, Practice-Based Learning, and Professionalism. In summary, this learning activity provided opportunities for students to (1) refine clinical reasoning and peer-peer teaching skills, (2) reinforce the basic science content within a clinical context, and (3) integrate several additional key core competencies into the heavily Medical-Knowledge-focused pre-clerkship curriculum. This novel activity facilitated vertical and horizontal integration of several key core competencies in a manner that could be incorporated and assessed in nearly any curricular structure.