Restructuring a basic science course for core competencies

An example from anatomy teaching

Jeremy K. Gregory, Nirusha Lachman, Christopher L. Camp, Laura P. Chen, Wojciech Pawlina

Research output: Contribution to journalArticle

74 Citations (Scopus)

Abstract

Medical schools revise their curricula in order to develop physicians best skilled to serve the public's needs. To ensure a smooth transition to residency programs, undergraduate medical education is often driven by the six core competencies endorsed by the Accreditation Council for Graduate Medical Education (ACGME): patient care, medical knowledge, practice-based learning, interpersonal skills, professionalism, and systems-based practice. Recent curricular redesign at Mayo Medical School provided an opportunity to restructure anatomy education and integrate radiology with first-year gross and developmental anatomy. The resulting 6-week (120-contact-hour) human structure block provides students with opportunities to learn gross anatomy through dissection, radiologic imaging, and embryologic correlation. We report more than 20 educational interventions from the human structure block that may serve as a model for incorporating the ACGME core competencies into basic science and early medical education. The block emphasizes clinically-oriented anatomy, invites self- and peer-evaluation, provides daily formative feedback through an audience response system, and employs team-based learning. The course includes didactic briefing sessions and roles for students as teachers, leaders, and collaborators. Third-year medical students serve as teaching assistants. With its clinical focus and competency-based design, the human structure block connects basic science with best-practice clinical medicine.

Original languageEnglish (US)
Pages (from-to)855-861
Number of pages7
JournalMedical Teacher
Volume31
Issue number9
DOIs
StatePublished - 2009

Fingerprint

Anatomy
restructuring
Teaching
Graduate Medical Education
Accreditation
science
Medical Schools
education
accreditation
Learning
Undergraduate Medical Education
Students
Diagnostic Self Evaluation
Clinical Competence
graduate
Clinical Medicine
Patient Education
Internship and Residency
Medical Education
Medical Students

ASJC Scopus subject areas

  • Medicine(all)
  • Education

Cite this

Restructuring a basic science course for core competencies : An example from anatomy teaching. / Gregory, Jeremy K.; Lachman, Nirusha; Camp, Christopher L.; Chen, Laura P.; Pawlina, Wojciech.

In: Medical Teacher, Vol. 31, No. 9, 2009, p. 855-861.

Research output: Contribution to journalArticle

Gregory, Jeremy K. ; Lachman, Nirusha ; Camp, Christopher L. ; Chen, Laura P. ; Pawlina, Wojciech. / Restructuring a basic science course for core competencies : An example from anatomy teaching. In: Medical Teacher. 2009 ; Vol. 31, No. 9. pp. 855-861.
@article{f9979e324a324f1e993bf75479e6f9a7,
title = "Restructuring a basic science course for core competencies: An example from anatomy teaching",
abstract = "Medical schools revise their curricula in order to develop physicians best skilled to serve the public's needs. To ensure a smooth transition to residency programs, undergraduate medical education is often driven by the six core competencies endorsed by the Accreditation Council for Graduate Medical Education (ACGME): patient care, medical knowledge, practice-based learning, interpersonal skills, professionalism, and systems-based practice. Recent curricular redesign at Mayo Medical School provided an opportunity to restructure anatomy education and integrate radiology with first-year gross and developmental anatomy. The resulting 6-week (120-contact-hour) human structure block provides students with opportunities to learn gross anatomy through dissection, radiologic imaging, and embryologic correlation. We report more than 20 educational interventions from the human structure block that may serve as a model for incorporating the ACGME core competencies into basic science and early medical education. The block emphasizes clinically-oriented anatomy, invites self- and peer-evaluation, provides daily formative feedback through an audience response system, and employs team-based learning. The course includes didactic briefing sessions and roles for students as teachers, leaders, and collaborators. Third-year medical students serve as teaching assistants. With its clinical focus and competency-based design, the human structure block connects basic science with best-practice clinical medicine.",
author = "Gregory, {Jeremy K.} and Nirusha Lachman and Camp, {Christopher L.} and Chen, {Laura P.} and Wojciech Pawlina",
year = "2009",
doi = "10.1080/01421590903183795",
language = "English (US)",
volume = "31",
pages = "855--861",
journal = "Medical Teacher",
issn = "0142-159X",
publisher = "Informa Healthcare",
number = "9",

}

TY - JOUR

T1 - Restructuring a basic science course for core competencies

T2 - An example from anatomy teaching

AU - Gregory, Jeremy K.

AU - Lachman, Nirusha

AU - Camp, Christopher L.

AU - Chen, Laura P.

AU - Pawlina, Wojciech

PY - 2009

Y1 - 2009

N2 - Medical schools revise their curricula in order to develop physicians best skilled to serve the public's needs. To ensure a smooth transition to residency programs, undergraduate medical education is often driven by the six core competencies endorsed by the Accreditation Council for Graduate Medical Education (ACGME): patient care, medical knowledge, practice-based learning, interpersonal skills, professionalism, and systems-based practice. Recent curricular redesign at Mayo Medical School provided an opportunity to restructure anatomy education and integrate radiology with first-year gross and developmental anatomy. The resulting 6-week (120-contact-hour) human structure block provides students with opportunities to learn gross anatomy through dissection, radiologic imaging, and embryologic correlation. We report more than 20 educational interventions from the human structure block that may serve as a model for incorporating the ACGME core competencies into basic science and early medical education. The block emphasizes clinically-oriented anatomy, invites self- and peer-evaluation, provides daily formative feedback through an audience response system, and employs team-based learning. The course includes didactic briefing sessions and roles for students as teachers, leaders, and collaborators. Third-year medical students serve as teaching assistants. With its clinical focus and competency-based design, the human structure block connects basic science with best-practice clinical medicine.

AB - Medical schools revise their curricula in order to develop physicians best skilled to serve the public's needs. To ensure a smooth transition to residency programs, undergraduate medical education is often driven by the six core competencies endorsed by the Accreditation Council for Graduate Medical Education (ACGME): patient care, medical knowledge, practice-based learning, interpersonal skills, professionalism, and systems-based practice. Recent curricular redesign at Mayo Medical School provided an opportunity to restructure anatomy education and integrate radiology with first-year gross and developmental anatomy. The resulting 6-week (120-contact-hour) human structure block provides students with opportunities to learn gross anatomy through dissection, radiologic imaging, and embryologic correlation. We report more than 20 educational interventions from the human structure block that may serve as a model for incorporating the ACGME core competencies into basic science and early medical education. The block emphasizes clinically-oriented anatomy, invites self- and peer-evaluation, provides daily formative feedback through an audience response system, and employs team-based learning. The course includes didactic briefing sessions and roles for students as teachers, leaders, and collaborators. Third-year medical students serve as teaching assistants. With its clinical focus and competency-based design, the human structure block connects basic science with best-practice clinical medicine.

UR - http://www.scopus.com/inward/record.url?scp=76249116867&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=76249116867&partnerID=8YFLogxK

U2 - 10.1080/01421590903183795

DO - 10.1080/01421590903183795

M3 - Article

VL - 31

SP - 855

EP - 861

JO - Medical Teacher

JF - Medical Teacher

SN - 0142-159X

IS - 9

ER -