Innovative curriculum: Integrating the bio-behavioral and social science principles across the LifeStages in basic science years

Abstract

Behavioral and social science integration in clinical practice improves health outcomes across the life stages. The medical school curriculum requires an integration of the behavioral and social science principles in early medical education. We developed and delivered a four-week course entitled “LifeStages” to the first year medical students. The learning objectives of the bio-behavioral and social science principles along with the cultural, economic, political, and ethical parameters were integrated across the lifespan in the curriculum matrix. We focused on the following major domains: Growth and Brain Development; Sexuality, Hormones and Gender; Sleep; Cognitive and Emotional Development; Mobility, Exercise, Injury and Safety; Nutrition, Diet and Lifestyle; Stress and coping skills, Domestic Violence; Substance Use Disorders; Pain, Illness and Suffering; End of Life, Ethics and Death along with Intergenerational issues and Family Dynamics. Collaboration from the clinical and biomedical science departments led to the dynamic delivery of the course learning objectives and content. The faculty developed and led a scholarly discussion, using the case of a multi-racial, multi-generational family during Active Learning Group (ALG) sessions. The assessment in the LifeStages course involved multiple assessment tools: including the holistic assessment by the faculty facilitator inside ALGs, a Team-Based Learning (TBL) exercise, multiple choice questions and Team Work Assessment during which the students had to create a clinical case on a LifeStages domain along with the facilitators guide and learning objectives.

Acknowledgement

The authors would like to acknowledge the work of Amanda Adams, Librarian at Cooper Medical School librarian for her editing of this manuscript.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Additional information

Notes on contributors

Anuradha Lele Mookerjee

Anuradha Lele Mookerjee, MD, MPH, is an Associate Professor of Medicine at Cooper Medical School of Rowan University in Camden, New Jersey, and a senior hospitalist in the department of Internal Medicine at Cooper University Hospital. Her areas of interest include curriculum development, mentoring, and bedside teaching.

Bradford D. Fischer

Bradford D. Fischer, PhD, is an Associate Professor of Biomedical Sciences at Cooper Medical School of Rowan University in Camden, New Jersey. His research interests are in the areas of neuropharmacology and behavioral pharmacology. As a lecturer, Dr Fischer educates medical students on topics related to neuroscience, neuropharmacology, and substance abuse.

Susan Cavanaugh

Susan Cavanaugh, MPH, is the Assistant Director of the Medical Library at CMSRU. She holds dual appointments of Associate Professor in the Medical Library and the Department of Biomedical Sciences, and is involved in both developing curriculum and teaching. Susan is pursuing a doctorate degree in Public Affairs and Community Development, at Rutgers University-Camden.

Vijay Rajput

Vijay Rajput, MD, is a Chair and Professor of Medicine at Ross University School of Medicine. He also serves as Associate Dean for Academic and student affairs for RUSM. His areas of interest are bedside teaching, professionalism, ethics and humanism, mentoring, and curriculum development.