Report Broken Links Here

9th Annual Meeting 
of the 
International Association of Medical Science Educators 

July 14-19, 2005
 

Abstract Category: Assessment

Poster ID: A5

IMPLEMENTING BLOCK TESTING IN A MEDICAL CURRICULUM

Uldis N. Streips*, Mary T. Coleman, Frederick M. Marvin, and Ruth B. Greenberg Department of Microbiology and Immunology and Office of Medical Education University of Louisville, School of Medicine, Louisville, KY 40292

The University of Louisville, School of Medicine has a traditional but innovative curriculum. In an effort to help the students acquire the information more productively, promote interdisciplinary learning, and avoid dependence on short-term memorization, we initiated Block Testing in the second preclinical year. This school year includes courses in Medical Microbiology and Immunology, Human Genetics, Pathology, Pharmacology, Clinical Neuroscience and Introduction to Clinical Medicine. The year is divided into 6 Blocks: each Block consists of 4 or 5 weeks of instruction, followed by one week of self-directed study, which ends on Friday with the Block Test of 5 or 6 hours. Currently, the third medical class is completing a school year under Block Testing. We have also initiated a pilot introduction of this testing in the first year of medical school.

Student and faculty responses to the Block Exam testing method have been extremely positive. Indicators of positive educational outcomes include performance on: a) clinical scenario questions, b) questions requiring complex reasoning skills, c) composite questions which cross course lines, and d) NBME Step 1, suggesting that Block testing may contribute to a better acquisition and retention of information by the second year medical class.

© 1997-2004 IAMSE  Privacy Statement