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9th Annual Meeting
July 14-19,
2005
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Abstract Category: Curriculum |
Poster ID: C15 |
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PRINCIPLES OF THE SCIENCES
- WHAT IS A MUST IN THE MEDICAL CURRICULUM Ute Tautenhahn1*, Walter Burger1, Jörg Pelz1,2 (1) Reformstudiengang, (2)Prodekanat für Studium und Lehre, Charité Universitätsmedizin Berlin, Campus Mitte, 10117 Berlin, Germany. Basic science concepts are implicitly present and may be notably hidden in an organ and periods of life based PBL curriculum. The rationale to teach content through patient cases is to provide students with a context they will encounter the concepts in their clinical practice. In an integrated curriculum there are no courses specifically in the traditional disciplines. Instead modules have an overall theme that governs the horizontal integration of all relevant disciplines, eliminating the separation of basic science and clinical education. Learning concepts from various disciplines or domains in a seemingly random sequence may contribute to PBL students’ relatively poorer performance on the basic science portion of licensing exams. What may go astray in such a kind of curriculum is the vertical teaching of basic science principles, which may be necessary for a deeper understanding of aetiological, pathophysiological, and therapeutical aspects of diseases. To fix a minimum assemblage of principles interviews were conducted with experts of different basic sciences. Experts were asked for important concepts of their disciplines; a concept understood as an abstract, universal entity that could serve to designate classes of entities or relations - universal in that they apply equally to every thing in their extension. Experts managed quite differently in identifying concepts – but managed to formulate relatively small numbers. Curriculum planners had to guarantee, that these concepts are taught in a meaningful sequence in the curriculum. Examples are shown for the different disciplines. |
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