2019 Spring: The Role of Basic Science in 21st Century Medical Education

Basic science education in the medical curriculum is facing a challenge. Despite the fact that health science curricula teach foundational science integrated with clinical science, lecture halls are essentially empty and students rely more and more on review books to prepare for USMLE Step 1. How can basic science instruction continue to fulfill its mission of providing a scientific approach to the practice of medicine? The IAMSE spring series is addressing this question by presenting several new approaches to improve foundational science instruction beyond integration with the clinical sciences. After an introduction that describes the challenge and proposes new roles for basic science educators, the audience will learn from the experiences of a lecture-free curriculum, from a curriculum with foundational science instruction during the clerkship years and from schools who place USMLE Step 1 after clinical clerkships. Finally, the audience will hear the latest status on the role and impact of USMLE Step 1 on medical education. The series will provide participants with a better understanding of the issues and current trends in novel foundational science curricula.

Back to Archives

February 14, 2019 at 1:00 am

Going Lecture Free for Gen Z

Presenter: Brenda Roman, Mary Jo Trout, And Irina Overman

Brenda RomanBrenda Roman, MD
Brenda Roman, MD, is the Associate Dean for Medical Education at Wright State University Boonshoft School of Medicine. Prior to assuming this role in February 2018, she had served as Assistant Dean for Medical Education and Educational Research for 4 years. She is also Professor in Psychiatry at Wright State University Boonshoft School of Medicine. Previously she was the Director of Medical Student Education in Psychiatry for 18 years. She also served as Director of Medical Student Mental Health Services and as the Director of Community Psychiatry. Dr. Roman received her medical degree from the University of Nebraska Medical Center in 1988, and completed her residency in psychiatry at the University of Cincinnati Hospital system in 1992, then joined the faculty at Wright State University Boonshoft School of Medicine. She is a member of Alpha Omega Alpha Medical Honor Society and the Gold Humanism Honor Society. Her clinical work has focused on the college and homeless populations, in addition to those with serious mental illnesses. Dr. Roman has extensive experience with the medical school curriculum, being on the forefront of introducing Team-Based Learning into the psychiatry curriculum, and working to introduce Peer Instruction and a unique brand of problem-based learning (WrightQ) to the overall curriculum. She has been the chair of the Wright Curriculum Steering Committee, leading the transformation to a new curriculum, built upon the principles of effective learning and moving to a lecture-free curriculum. In addition to numerous school and university committees, Dr. Roman serves on the Executive Council of the Association of Directors of Medical Student Educators in Psychiatry, and was the President 2014-15. She also is on the United States Medical Licensure Examination (USMLE)Behavioral HealthTest Material Development Committee, and an Interdisciplinary Review Committee. In 2013, she completed the prestigious Executive Leadership in Academic Medicine(ELAM) program for women.Recent awards at the Boonshoft School of Medicine include the Leonard Tow Humanism in Medicine Award in 2014, the Faculty Mentor Award and Lifetime Achievement Award in 2012, and the Excellence in Medical Education Award in 2008. She has served as faculty and mentor for the Leadership Education and Development Program (LEAD) for the Central Region of the American Association of Medical Colleges. She is a Distinguished Fellow in the American Psychiatric Association. She has over 50 publications, mostly in the area of medical education.

Mary Jo Trout, Pharm D
Mary Jo Trout, Pharm D,is the Director of Therapeutics Curriculumand Assistant Professor, Geriatrics and Pharmacology & Toxicology at Wright State University Boonshoft School of Medicine. Prior to assuming this role in May 2013, she was the Clinical Pharmacist in the Intensive Care Unit at Good Samaritan Hospital for 13 years.Dr. Trout received her BSPh in 1985, and became licensed as a registered pharmacist that same year. Thirteen years later she began studies towards her Doctorate in Pharmacy which she achieved in 2000. She has worked in Pediatrics, Home Health Care and in-patient pharmacy for 28 years before joining the faculty at Wright State University Boonshoft School of Medicine. She has been a member of Alpha Omega Alpha Medical Honor Society since 2017. Dr. Trout has been extensively involved with the innovations to our medical school curriculum, being on the forefront of introducing Peer Instruction throughout our curriculum. She has been a productive member of the Wright Curriculum Steering Committee, helping to lead the transformation to a new curriculum, built upon the principles of effective learning and moving to a lecture-free curriculum. In addition to numerous school committees, Dr. Trout serves on the United States Medical Licensure Examination (USMLE)Pharmacology and Biochemistry Test Material Development Committee since 2016.In 2015, she completed the prestigious American Association of Medical Colleges (AAMC) Leadership Education and Development (LEAD) program.Recent awards at the Boonshoft School of Medicine include the Faculty Development Award in 2015. Dr. Trout was voted “Rookie of the Year” by the second-year medical students in 2014. She is board certified in Pharmacotherapy and Geriatrics and has several publications in the area of medical education.

Irina Overman MD
Irina Overman MD, is the Director of the Foundations of Clinical Practice Curriculum, and Assistant Professor, Internal Medicine and Geriatrics at Wright State University Boonshoft School of Medicine since 2017. Prior to this role, she was the Clerkship Director for Internal Medicine since 2015 and has continued in this role to present date. She has worked in a teaching role with Departments of Internal Medicine or Geriatrics since 2012. Dr. Overman received her medical degree from Wright State University Boonshoft School of Medicine in 2008 and completed her Internal Medicine Residency at Wright State in 2011. She completed a Chief Residency year in 2012. Her interests have been in residency and medical school education, as well as Geriatrics. After completion of her chief year, she pursued a fellowship in Geriatrics while continuing to teach in the Internal Medicine Residency program at Wright State. Dr. Overman has been extensively involved with the innovations to our medical school curriculum as well as the residency curriculum. She introduced “flipped classroom” teaching into the noon conference and didactic schedule into the residency curriculum. She has been a member of the Wright Curriculum Steering Committee which has led the transformation to a new curriculum built upon the principles of effective learning and moving to a lecture-free curriculum.In her role as Director of Foundations she has been at the forefront of the implementation of the curriculum during the first two years of medical school, and due to her Clerkship Director responsibilities, she has been able to help implement similar changes into the Clerkship. Dr. Overman serves on numerous school committees. Her recent awards include the Robert A. Davies Teaching Excellence Award in 2013 and again in 2017 from the Internal Medicine Residency. She is Board Certified in Internal Medicine since 2012 and in Geriatrics since 2016.

The WrightCurriculum, a lecture free curriculum, began in 2017 at Wright State University Boonshoft School of Medicine, with the goal of having students become self-directed learners using evidence-based teaching and learning activities. We have several aims with this curriculum. First, help students develop skills in critical thinking. Second, help students learn how to discover the best evidence to make decisions. Third, give students the skills to keep learning throughout a life of service in the practice of medicine. We are aware that the majority of medical schools still have lectures as a significant part of their instructional hours, and believe if USMLE scores for a medical school are fine, “why take a risk in changing the curriculum?” Faculty may fear that active learning diminishes their teaching role. However, using teaching and learning strategies that are based on the science of learning, especially retrieval-based practice, actually requires faculty to do a great deal more than “cover the content”. Faculty are charged with designing questions and classroom activities that get students to use the course content to answer questions and solve authentic problems. Authentic “teaching moments” for faculty occur frequently in active learning sessions as faculty probe student thinking and connect knowledge to its application. The emphasis is shifted to creating “spaces for productive discomfort” in pushing students to learn in order to “make it stick.” We utilize active learning strategies of team-based learning, peer instruction, case-based learning, and problem-based learning, in which students are only in the classroom about 3 hours/day during the Foundations Phase, allowing ample time for self-study and advanced preparation. Since Peer Instruction is being utilized in over 60% of our curricular time, we will spend more time discussing Peer Instruction, from the faculty perspective in developing session material and how to effectively facilitate sessions, and from the student perspective in how learning gains are made in the sessions.

At the end of the session, participants will be able to:
1. Explain the evidence and rationale for using active learning strategies throughout medical school, and how active learning strategies contribute to student attendance and team-work.
2. Formulate effective approaches to implementing a lecture-free curriculum that is grounded in science, specifically using the teaching modality of Peer Instruction (PI).
3. Introduce best-practice strategies, tips, and lessons learned from going lecture-free.

Seminar Downloads
Seminar Archive
March 7, 2019 at 1:00 am

The Changing Roles of the Basic Science Educator

Presenter: Ron Harden

Professor Ronald M Harden, OBE MD FRCP (GLAS.) FRCS (ED.) FRCPC
Professor Ronald Harden graduated from medical school in Glasgow,UK. He completed training and practiced as an endocrinologist before moving full time to medical education. He is Professor of Medical Education (Emeritus) University of Dundee, Editor of Medical Teacher and General Secretary and Treasurer of the Association for Medical Education in Europe (AMEE). Professor Harden has pioneered ideas in medical education including the OSCE and has published two books and more than 400 papers in leading journals. His contributions to excellence in medical education have attracted numerous international awards and an OBE by Her Majesty the Queen.

In the presentation I will discuss the roles of the basic science educator as an information provider, a facilitator, a curriculum planner, an assessor, a role model, a manager and leader, a scholar, and a professional. The teacher has a key role to play in the education process but this is changing.

Seminar Downloads
Seminar Archive
March 21, 2019 at 1:00 am

Role of Foundational Sciences in Clinical Years

Presenter: Kim Dahlman

Kimberly B. Dahlman, PhD
Kimberly Dahlman, PhDis an Assistant Professor of Medicine,Curriculum Leader of the Integrated Science Courses(ISCs),and Director of the Innovative Translational Research Shared Resource(ITR) at Vanderbilt University Medical Center. Dr. Dahlman earned her PhD in Cancer Biology at Vanderbilt University and completed her postdoctoral fellowship at Memorial Sloan-Kettering Cancer Center. She has demonstrated leadership in education for medical students, biomedical science PhD trainees, postdoctoral fellows, practicing oncologists, and core facility directors. She currently oversees the development and execution of 16 ISCs and co-directs the “Clinical Cancer Medicine” ISC. She has been recognized for her excellent contributions to education at the Vanderbilt University School of Medicine (VUSM) by election to the Academy for Excellence in Education and a Member-at-Large position on the Academy Board. Recently, she was awarded the distinction of Master Science Teacher from VUSM. Dr. Dahlman is also President of the Southeastern Association of Shared Resources where she oversees the educational programming and execution of a regional professional development meeting for shared resource directors, managers, administrators, and staff.In addition to her educational pursuits, Dr. Dahlman directs a cancer research laboratory with a focus on determining how genomic alterations modulate tumor growth and the response to standard-of-care and investigational therapies. The overall goal of her scientific research is to uncover novel cancer therapeutic targets and biomarkers. As ITR Director,she designs and manages correlative study workflow, quality assurance, and quality control for cancer clinical trials

Traditional medical curricula generally place the majority of foundational science learning into the pre-clerkship years. Yet, it has been recognized that foundational science education should occur across the medical curriculum to promote excellence in clinical performance. This session will provide participants with an innovative approach to integrating foundational sciences and meaningful clinical experiences in the post-clerkship curriculum. Participants will learn about several educational strategies and the resources necessary to achieve successful integration of foundational sciences and patient care. Furthermore, participants will recognize the challenges and learn practical solutions of this approach in order to implement post-clerkship foundational science integration at their own institutions.

Seminar Downloads
Seminar Archive
March 28, 2019 at 1:00 am

Stepping Beyond the “Step 1 Climate”

Presenter: Kathy Andolsek and David Chen

Kathryn M. Andolsek MD MPH
Kathy is a professor of Community and Family Medicine and assistant dean of premedical education at Duke University School of Medicine. She holds BS, MD and MPH Degrees from Northwestern University and Northwestern Feinberg School of Medicine and completed her family medicine residency at Duke. She has served most of her professional life in community health, and medical education, primarily graduate medical education.She a past member of the steering committee, and former chair of the Association of American Medical Colleges Group on Residency Affairs. She is an associate editor of the Journal of Graduate Medical Education, a member of the Board of Directors of the Accreditation Council for Graduate Medical Education, and vice chair of the North Carolina Physicians Health Program’s Board of Directors. She continues to learn best from her children: a national board-certified teacher [public grade school music],an actor, an innovations consultant, and an Orthopaedic resident. All of her opinions are her own and do not reflect any of the organizations or institutions with which she is affiliated.

David Roy Chen, BA
David is a third-year medical student at the University of Washington School of Medicine in Seattle, Washington. He graduated magna cum laude from the University of Washington with a degree in Comparative History of Ideas in 2014. For his senior thesis on migrant farming, ethics, and religion he received the Harry Bridges Labor Studies Best Undergraduate Paper Award and the Mary Gates Scholarship. His extra-curricular activities in medical school have centered on anti-racism, and he is the first author of a paper published in Academic Medicine titled, “Student Perspectives on the ’Step 1 Climate’ in Preclinical Medical Education.” He plans to pursue a career in Family Medicine and produce scholarship on evidence-based medical education.

Join a conversation about how our medical education community could collaboratively address the “Step 1 climate” that is described by medical students in a recent Academic Medicine article. The lead author will explore how Step 1 has inadvertently but incontrovertibly adversely altered the preclinical learning environment, specifically with regard to the quality of education, diversity, and student well-being. The author of an accompanying commentary will provide historical context as to the purpose for which this test was designed and the unintended consequences as it has been used for other purposes, such as residency selection. Bring creativity, imagination, and a willingness to seek consensus options that address all stakeholder group needs.

Seminar Downloads
Seminar Archive
April 4, 2019 at 1:00 am

Moving USMLE Step 1 After Core Clerkships: Rationale, Challenges and Early Outcomes

Presenter: Michelle Daniel

Michelle M. Daniel, MD, MHPE, FACEP
Dr. Michelle Daniel is the Assistant Dean for Curriculum and Associate Professor of Emergency Medicine and Learning Health Sciences at the University of Michigan Medical School. She obtained her medical degree from Johns Hopkins Medical School in 2002 and her Masters in Health Professions Education from Maastricht University in the Netherlands in 2016. Dr. Daniel is known for her work in the area of clinical skills education and is Past-President of the Directors of Clinical Skills Courses (DOCS). She currently serves on the board of Best Evidence in Medical Education (BEME) and directs the Michigan BEME International Collaborating Center. Her current scholarly interests include the optimal timing of USMLE Step 1, systematic reviews, and clinical reasoning.

Schools undergoing curricular reform are re-evaluating the optimal timing of Step 1. Historically, students have completed the exam immediately following the basic science curriculum. A small but growing number of schools have moved Step 1 after the core clinical clerkships, citing a number of reasons for the change, including promoting long-term retention and understanding of basic science concepts. As schools undergo curricular transformation, educators are looking to peer institutions to share their experience and lessons learned. They are also seeking data to guide decisions. In this webinar, Dr. Daniel will review the reasons to consider a change, the potential hurdles one might encounter, and the findings of recent studies. This will serve as a springboard for dialogue surrounding the optimal timing of Step 1.

Seminar Downloads
Seminar Archive