Title

Student Perceptions Of Integrated Vs. Separate Basic Science And Clinical Resources

Creator

Kathryn H. Thompson, University of New EnglandFollow
Douglas B. Spicer, University of New EnglandFollow
Sean M. Kilgallen, University of New EnglandFollow
Rebecca J. Rowe, University of New EnglandFollow
Barbara J. Winterson, University of New EnglandFollow

Files

Description

For 20 years there has been a push to integrate the basic and clinical sciences in medical school curricula. Recently, studies have suggested that cognitive integration is achieved when the relationships between basic science and clinical domains are explicitly demonstrated. In order to investigate methods that promote cognitive integration we performed a pilot study to develop and test different learning resources. We then surveyed students’ perceptions of these resources and analyzed how the resources affected their note taking. Our study suggests that the type of resources can influence the type of note-taking done by students, and that the process of taking integrated notes can enhance learning and retention. This was a pilot study and is limited by its small sample size. Additional research is planned to confirm and expand on these results.

Publication Date

2017

Disciplines

Educational Assessment, Evaluation, and Research | Higher Education | Scholarship of Teaching and Learning

Notes

Authors are UNE College of Osteopathic Medicine faculty members.

Preferred Citation

Thompson, Kathryn H.; Spicer, Douglas B.; Kilgallen, Sean M.; Rowe, Rebecca J.; and Winterson, Barbara J., "Student Perceptions Of Integrated Vs. Separate Basic Science And Clinical Resources" (2017). CETL Mini-Grant Research Posters. 1.
https://dune.une.edu/cetl_minigrant_posters/1