Abstract

KIST Medical College is a new medical school in Lalitpur, Nepal. In Nepal, six basic science subjects are taught together in an integrated organ system-based manner with early clinical exposure and community medicine. Correlation seminars are conducted at the end of covering each organ system. The topics are decided by the core academic group (consisting of members from each basic science department, the Department of Community Medicine, the academic director, and the clinical and program coordinators) considering the public health importance of the condition and its ability to include learning objectives from a maximum number of subjects. The learning objectives are decided by individual departments and finalized after the meeting of the core group. There are two student coordinators for each seminar and an evaluation group evaluates each seminar and presenter. Correlation seminars help students revise the organ system covered and understand its clinical importance, promote teamwork and organization, and supports active learning. Correlation seminars should be considered as a learning modality by other medical schools.

Highlights

  • KIST Medical College is a new medical school in Lalitpur, Nepal

  • The topics are decided by the core academic group considering the public health importance of the condition and its ability to include learning objectives from a maximum number of subjects

  • Correlation seminars should be considered as a learning modality by other medical schools

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Summary

Urinary tract infection

Endocrine and reproductive system Diabetes mellitus able in the literature. In a previous article, the author described correlation seminars as a method of integrated learning at KISTMC [7]. Correlation seminars are conducted at the end of covering each organ system during the first and second year. The topics for correlation seminars are selected following discussion and deliberation among group members. Topics are selected based on the importance of the condition, its public health relevance, and its ability to integrate learning objectives from the maximum number of subjects. Following the selection of topics, departments are asked to generate two or three learning objectives for each seminar topic, if possible. Some departments may not be able to generate a learning objective in relation to certain topics.

Learning objectives
Findings
Community medicine
Full Text
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