How Medical Students Apply Their Biomedical Science Knowledge to Patient Care in the Family Medicine Clerkship

Atherley A, Dolmans D, Hu W, Hegazi I, Alexander S, et al. Beyond the struggles: a scoping review on the transition to undergraduate clinical training. Med Educ. 2019;53(6):559–70. https://doi.org/10.1111/medu.13883.

Article  Google Scholar 

Chittenden EH, Henry D, Saxena V, Loeser H, O’Sullivan PS. Transitional clerkship: an experiential course based on workplace learning theory. Acad Med. 2009;84(7):872–6. https://doi.org/10.1097/ACM.0b013e3181a815e9.

Article  Google Scholar 

Malau-Aduli BS, Roche P, Adu M, Jones K, Alele F, et al. Perceptions and processes influencing the transition of medical students from pre-clinical to clinical training. BMC Med Educ. 2020;20(1):279. https://doi.org/10.1186/s12909-020-02186-2.

Article  Google Scholar 

Sarikaya O, Civaner M, Kalaca S. The anxieties of medical students related to clinical training. Int J Clin Pract. 2006;60(11):1414–8. https://doi.org/10.1111/j.1742-1241.2006.00869.x.

Article  Google Scholar 

Soo J, Brett-MacLean P, Cave MT, Oswald A. At the precipice: a prospective exploration of medical students’ expectations of the pre-clerkship to clerkship transition. Adv Health Sci Educ Theory Pract. 2016;21(1):141–62. https://doi.org/10.1007/s10459-015-9620-2.

Article  Google Scholar 

Chumley H, Olney C, Usatine R, Dobbie A. A short transitional course can help medical students prepare for clinical learning. Fam Med. 2005;37(7):496–501.

Google Scholar 

Connor DM, Conlon PJ, O’Brien BC, Chou CL. Improving clerkship preparedness: a hospital medicine elective for pre-clerkship students. Med Educ Online. 2017;22(1):1307082. https://doi.org/10.1080/10872981.2017.1307082.

Article  Google Scholar 

McKenzie S, Burgess A, Mellis C. A taste of real medicine: third year medical students’ report experiences of early workplace encounters. Adv Med Educ Pract. 2020;11:717–25. https://doi.org/10.2147/AMEP.S230946.

Article  Google Scholar 

O’Brien BC, Poncelet AN. Transition to clerkship courses: preparing students to enter the workplace. Acad Med. 2010;85(12):1862–9. https://doi.org/10.1097/ACM.0b013e3181fa2353.

Article  Google Scholar 

Prince KJ, Van De Wiel M, Scherpbier AJ, Can Der Vleuten CP, Boshuizen HP. A qualitative analysis of the transition from theory to practice in undergraduate training in a PBL-medical school. Adv Health Sci Educ Theory Pract. 2000;5(2):105–16. https://doi.org/10.1023/A:1009873003677.

Article  Google Scholar 

Norman G. Teaching basic science to optimize transfer. Med Teach. 2009;31(9):807–11.

Article  Google Scholar 

Castillo JM, Park YS, Harris I, Cheung JJH, Sood L, et al. A critical narrative review of transfer of basic science knowledge in health professions education. Med Educ. 2018;52(6):592–604. https://doi.org/10.1111/medu.13519.

Article  Google Scholar 

Bandiera G, Boucher A, Neville A, Kuper A, Hodges B. Integration and timing of basic and clinical sciences education. Med Teach. 2013;35(5):381–7. https://doi.org/10.3109/0142159x.2013.769674.

Article  Google Scholar 

Brauer, DG, Ferguson KJ. The integrated curriculum in medical education: AMEE Guide No. 96. Med Teach. 2015;37(4):312–22. https://doi.org/10.3109/0142159X.2014.970998.

Kulasegaram KM, Martimianakis MA, Mylopoulos M, Whitehead CR, Woods NN. Cognition before curriculum: rethinking the integration of basic science and clinical learning. Acad Med. 2013;88(10):1578–85. https://doi.org/10.1097/ACM.0b013e3182a45def.

Article  Google Scholar 

Lisk K, Agur AM, Woods NN. Exploring cognitive integration of basic science and its effect on diagnostic reasoning in novices. Perspect Med Educ. 2016;5(3):147–53. https://doi.org/10.1007/s40037-016-0268-2.

Article  Google Scholar 

Bracken K, Levinson AJ, Mahmud M, Allice I, Vanstone M, et al. Spiralling pre-clerkship concepts into the clinical phase: augmenting knowledge transfer using innovative technology-enhanced curriculum activities. Med Sci Educ. 2021. https://doi.org/10.1007/s40670-021-01348-1.

Article  Google Scholar 

Dahlman KB, Weinger MB, Lomis KD, Nanney L, Osheroff N, et al. Integrating foundational sciences in a clinical context in the post-clerkship curriculum. Med Sci Educ. 2018;28(1):145–54.

Article  Google Scholar 

Daniel M, Morrison G, Hauer KE, Pock A, Seibert C, et al. Strategies from 11 U.S. medical schools for integrating basic science into core clerkships. Acad Med. 2020. Publish Ahead of Print. https://doi.org/10.1097/ACM.0000000000003908.

Langer AL, Block BL, Schwartzstein RM, Richards JB. Building upon the foundational science curriculum with physiology-based grand rounds: a multi-institutional program evaluation. Med Educ Online. 2021;26(1):1937908. https://doi.org/10.1080/10872981.2021.1937908.

Article  Google Scholar 

Dornan T, Scherpbier A, Boshuizen H. Towards valid measures of self-directed clinical learning. Med Educ. 2003;37(11):983–91. https://doi.org/10.1046/j.1365-2923.2003.01677.x.

Article  Google Scholar 

Bowen JL. Educational strategies to promote clinical diagnostic reasoning. N Engl J Med. 2006;355(21):2217–25. https://doi.org/10.1056/NEJMra054782.

Article  Google Scholar 

Schmidt HG, Rikers RM. How expertise develops in medicine: knowledge encapsulation and illness script formation. Med Educ. 2007;41(12):1133–9. https://doi.org/10.1111/j.1365-2923.2007.02915.x.

Article  Google Scholar 

Schmidt HG, Mamede S. How cognitive psychology changed the face of medical education research. Adv Health Sci Educ Theory Pract. 2020;25(5):1025–43. https://doi.org/10.1007/s10459-020-10011-0.

Article  Google Scholar 

Schmidt HG, Norman GR, Boshuizen HP. A cognitive perspective on medical expertise: theory and implication. Acad Med. 1990;65(10):611–21. https://doi.org/10.1097/00001888-199010000-00001.

Article  Google Scholar 

Custers EJ. Thirty years of illness scripts: theoretical origins and practical applications. Med Teach. 2015;37(5):457–62. https://doi.org/10.3109/0142159X.2014.956052.

Article  Google Scholar 

Dickinson G, VanDerKolk G, Rosu, et al. “It is this very knowledge that makes us doctors”: an applied thematic analysis of how medical students perceive the relevance of biomedical science knowledge to clinical medicine. BMC Med Educ. 2020;20(1):356. https://doi.org/10.1186/s12909-020-02251-w.

Article  Google Scholar 

Bauler TJ, S. B., Van Enk R, Lutwick L, and Dickinson BL,. Design and implementation of an integrated course to teach immunology and infectious disease to first year medical students (monograph). Medical Science Educator. 2016;26(4):701–7. https://doi.org/10.1007/s40670-016-0300-5.

Article  Google Scholar 

Hsieh HF, Shannon SE. Three approaches to qualitative content analysis. Qual Health Res. 2005;15(9):1277–88. https://doi.org/10.1177/1049732305276687.

Article  Google Scholar 

O’Brien BC. What to do about the transition to residency? Exploring problems and solutions from three perspectives. Acad Med. 2018;93(5):681–4. https://doi.org/10.1097/ACM.0000000000002150.

Article  Google Scholar 

Kolb DA. Experiential learning: experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice Hall Inc; 1984.

Google Scholar 

Yardley S, Teunissen PW, Dornan T. Experiential learning: AMEE Guide No. 63. Med Teach. 2012;34(2):e102–15. https://doi.org/10.3109/0142159X.2012.650741.

Billett S. Toward a workplace pedagogy: guidance, participation, and engagement (article). Adult Educ Q. 2002;53(1):27–43. https://doi.org/10.1177/074171302237202.

Article  Google Scholar 

Denzin NK. The research act: a theoretical introduction to sociological methods. New York, NY: McGraw Hill; 1978.

Google Scholar 

Pai JS, Kirsch HE, O’Sullivan PS, Cornett PA. What is the mechanism?: cues, barriers, and opportunities to discuss foundational science during internal medicine rounds. Med Teach. 2022;44(7):765–71. https://doi.org/10.1080/0142159X.2022.2033189.

Article  Google Scholar 

留言 (0)

沒有登入
gif