Horizontal and Vertical Integration of Basic Sciences within the Undergraduate Medical Curriculum: Development of High Yield Modules for Contextual Learning

Abstract

Opportunities to integrate basic and clinical sciences are present throughout undergraduate medical education; we have developed innovative approaches that lead to vertical and horizontal integration within our curriculum. High‐yield modules that involve presentation by multi‐disciplinary teams explore foundational concepts introduced in preclinical years, but are perhaps best valued and applied after encounters with patients. Examples include: hematologic malignancies; stroke syndromes; vasculitides; clinical anatomy review for ER procedures; and congenital anomalies. Such contextual, integrative learning has benefits for students, including: improved understanding of biological principles and pathophysiological mechanisms; increased motivation and satisfaction; and enhanced self‐appraisal and self‐efficacy. Benefits for presenters include: professional socialization; enhanced reflection by clinicians and basic scientists on the scientific basis of medical practice and clinical applications of research. Effectiveness of the integration will be evaluated by: 1) end of year focus groups; 2) student satisfaction surveys; and 3) long‐term, longitudinal evaluation of course and board performance.