Integrating physiology into the first two years of a new osteopathic medical school curriculum

Frontiers in Physiology

Physiology

Irina Nizamutdinova¹  Blaine A. Jacobs¹  Natalie F. Slater¹  Robert T. Slater¹  Jessica M. Bradley² 

[1] Clinical and Applied Biomedical Sciences Department, University of the Incarnate Word School of Osteopathic Medicine, San Antonio, TX, United States;null;

关键词: curriculum;    education;    medical;    integration;    undergraduate;    physiology;   

DOI  :  10.3389/fphys.2023.1175662

 received in 2023-02-27, accepted in 2023-07-31,  发布年份 2023

来源: Frontiers

【 摘 要 】

The integrated curriculum is a hot topic in curriculum reform in undergraduate medical education; however, there are varying definitions of the term, and resources guiding the integration of specific disciplines throughout the first 2 years of undergraduate medical education in a learner-centered curriculum are limited. Our first class matriculated into our osteopathic medical school in 2017, and since then we have developed and implemented a learner-centered, integrated curriculum that begins on day one for our learners. This paper will discuss our experience with the development and implementation of the University of the Incarnate Word School of Osteopathic Medicine (UIWSOM) curriculum with specific emphasis on how we incorporate physiology into it.

【 授权许可】

Unknown   
Copyright © 2023 Slater, Nizamutdinova, Jacobs, Slater and Bradley.