CLINICAL INTEGRATION OF BASIC SCIENCE COURSES THROUGH PROBLEM BASED LEARNING

Jeffrey Sosnowski* M.D., Ph.D. Department of Pathology, University of South Alabama, Mobile, AL 36688.0002 U.S.A.

PURPOSE: Faculties of basic sciences are under pressure to add clinical problem based learning to courses. Clinically integrating basic science courses can be accomplished in a step fashion; clinical correlations, small group problem based, mixed case lectures, and split lectures. This abstract describes these various problem based learning methods, benefits and problems.

METHODS: Clinician guest lectures serve as an initial and often only attempt of clinically integrating the basic sciences. Small groups are powerful problem based learning tools focused on few concepts with increased student teacher interaction. Mixed case lecture format are lectures divided into concepts preceded by clinical cases. Split lectures are paired clinician and basic scientist teaching clinical cases integrating science concepts.

RESULTS: The right clinician gives captivating clinical correlations highlighting relevant basic science. Whereas the wrong clinician may not be prepared, provide contradictory material, or have PowerPoint stage fright. Successful small groups require standardization of the educational experience which can be difficult due to variations in teaching abilities of faculty. Mixed case lectures are dynamic platforms which allow students to identify with the patients within cases and their intellectual struggle working through cases drive them to focus on lecture material. Split lectures could replace clinical correlations but require time to format and a team of clinicians and scientists dedicated to developing successful lectures.

CONCLUSION: Medical students appreciate clinical integration in the basic science courses because problem based cases fuse with basic science concepts allowing for better retention of the basic sciences which form their educational foundation.