FOCUS SESSION TITLE:  A Multidisciplinary Pharmacology Course
   
SESSION LEADER(S):  Drs. Carl Faingold and George Dunaway, Southern Illinois University School of Medicine, Springfield, IL, U.S.A.
   
OTHER PRESENTERS:   
   
HANDOUTS  or  SLIDES
 
  
This session began with a discussion of the potential advantages of a second year medical curriculum which integrates basic and clinical science knowledge and is presented jointly by clinical and basic science faculty via case vignettes.  It was believed that these sessions would encourage acquisition of integrated basic and science clinical knowledge, which would facilitate clinical reasoning abilities.  A curriculum that uses content experts and experienced educators will have better student confidence.  Exposure of students to physicians using their knowledge of pharmacology and other basic science disciplines to logically solve and treat patient problems will provide a demonstration of the positive relationship between a strong basic science knowledge base and clinical competency.  

Case-based sessions will create an environment that is conducive to teaching and learning.  That is, during case presentations, students initially realize the limits of their knowledge base and need for information; and then have a timely opportunity to gain information and acquire an integrated knowledge base from discipline content experts.  Exposure to information in this manner encourages multidisciplinary study habits and builds an integrated knowledge base needed for professional development.  Including third year clinical faculty in the design of second year educational experiences facilitates vertical integration, influences student preparation for continued clinical training, and provides a realistic knowledge of prior training.  

A focal point of this session was discussion of how to develop and present integrated case-based sessions.  In particular, the following were discussed in detail: 

  • development and role of multidisciplinary teams
  • generation of integrated sessions by identifying consensus learning issues and developing case vignettes
  • orchestration of integrated sessions
  • creation and delivery of the end of unit assessment using case vignettes and multidisciplinary MCQ’s 
A more extensive example of integration was also discussed.  This is used to present CNS topics which included integrated sessions, standardized patients, and small group sessions, .  A student feedback document and the results of student evaluation of the curriculum were presented.  The primary observations were that student appreciation, satisfaction, and attendance were greatly improved.  Students indicated that incorporation of the Pharmacology Mental Algorithm into their clinical reasoning facilitated the systematic and rational use of basic pharmacology.  It was felt by the participating faculty that contributions by multiple content experts encouraged student confidence and enthusiasm and that pre-class preparation and in-class participation were excellent.  The pace of the integrated sessions was driven by the extent of student knowledge, i.e., areas of student understanding were more rapidly discussed and difficult concepts were more extensively explored.  It was noted that removal of redundant material and conflicting terminology, which often occurs when different disciplines cover the same subject, reduced confusion.  Also, more positive relationships developed between clinical and basic science colleagues.
 

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