Council on Medical Student Education in Pediatrics

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COMSEP 2009 Baltimore Meeting with APPD

Poster Presentation:


SOMA'S INNOVATIVE CURRICULUM ACROSS THE CONTINUUM

Authors:
Noel John M. Carrasco, MD, SOMA, A.T. Still University, Mesa, Arizona

OBJECTIVE: To create an online Education Delivery System (EDS) to facilitate student learning in the clinical presentation (C-P) curricular model (establishing a curriculum through modeling the cognitive process used by physicians to make clinical diagnosis, c.f. University of Calgary Medical School). BACKGROUND: In the late 1990’s it was suggested that integrating both basic and clinical science in the first two years of medical school would obviate the need for students to restructure their knowledge upon entering their third- and fourth-year clinical clerkships (1). Currently available online EDS fail to facilitate structured integration. SOMA’s delivery system, Medical Learning Online, is being developed in collaboration between SOMA, Dr. Henry Mandin, and Essential-Talk Software, towards optimizing such integration beyond that which can be pragmatically achieved in-classroom. METHODS:   Our C-P model is organized around the various ways patients present to physicians, spanning over 120 key symptomatic presentations (c.f. (2)). In support of this, we designed our EDS to be decision-point focused, from the point of view of a clinician diagnosing patients. RESULTS: Our online program, launched September 2008, engages over 100 second year students across eleven clinical campuses. The feedback received from both students and facilitators has been overwhelmingly positive. While too early to attempt correlation with clinical-clerkship performance, preliminary Mini-CEX results will be discussed. CONCLUSION: Contemplative application of technology is allowing a fuller integration between basic and clinical science pedagogy, thereby more rapidly developing ‘expert reasoning.’1) Mandin, H. et al Academic medicine 70(3) 186-193, 1995. 2).Mandin, H. et al. Helping Students Think Like Experts When Solving Clinical Problems. Academic Medicine 72 (3)172-179 1997.