The traditional medical curriculum, the first two years of undergraduate training are spent completing compulsory courses in the basic biomedical sciences. However, once a student progresses beyond these early years of training, the value of basic science is often overshadowed by the importance of clinical knowledge. In lectures and on the ward students have few opportunities to explicitly apply their basic science knowledge. Recent research in learning and memory suggests that the integration of basic science and clinical training might not only advance basic science education but could also help students learn, retain and apply their basic science knowledge to their everyday experiences. Critically, this integration can be accomplished with minor modifications to the existing curriculum, resulting in an enhanced learning environment with minimal constraints on teaching time.
The goal of these rounds will be to provide some background on current research on the role of basic science in health professions education and the implications for clinical teaching. In particular, we will discuss the role of biomedical knowledge as a framework for clinical knowledge. Attendees will gain some perspective on the theoretical value of basic science and have some suggestions on how to apply this foundation to undergraduate and postgraduate education.Session Details & Video
This rounds will review recent findings regarding the need for faculty development.The findings, while very straightforward, have potentially dramatic implications. They simultaneously engender cynicism regarding the value of faculty development offerings and highlight one mechanism whereby such cynicism can be reinforced among the faculty being developed. A culture change may be required to overcome such cynicism and the purpose of this rounds will be to facilitate discussion regarding novel approaches to faculty development. To set the tone for the discussion, Dr. Eva has foregone the traditional generation of objectives, preferring instead to ask potential attendees to reflect for themselves on their experiences with faculty development and their own perceptions of what has worked well during those experiences.Session Details & Video
These rounds discuss the challenge of growing in a changing environment. Teachers must either transform their perspective or harmonize with the system if they are to maintain their effectiveness.Session Details & Video