A new approach to bridging content gaps in the clinical curriculum

Figures & data

Table

Practice points
•In the Interdisciplinary Seminar Series students learn about many critical topics inadequately addressed in the traditional medical student curriculum.
•The Interdisciplinary Seminar Series was constructed on the basis of adult learning principles: creation of a supportive learning environment, inclusion of active learning strategies, emphasis on problem-centered learning, focusing on past learner experiences, and ample opportunity for feedback.
•Students have numerous scheduling opportunities to select from 13 seminar topics that match their clinical interests and self-perceived deficiencies.
•Students appreciate the interactive nature of seminar programs and rate the Series highly on program content and effectiveness, facilitators, learning opportunities, and recommendation to classmates.
•The Interdisciplinary Seminar Series was implemented with reasonable annual costs, largely for personnel support, and benefited from the voluntary contribution of faculty time.

Figure 1. Prior and New Curriculum Models at Tulane University of Medicine.

Table 1.  Interdisciplinary Seminar Series: mean ratings (1 = low; 5 = high)

Program	Student n	Program content and effectiveness	Facilitators	Learning opportunity
Critical Incidents	15	4.49	4.87	4.69
Ethics	38	4.59	4.76	4.72
Evidence Based Medicine—Therapy	27	4.79	4.93	4.69
Geriatrics	11	4.82	5.00	4.94
Grief	38	4.19	4.47	4.20
History of Specialization	9	4.22	4.56	4.44
Hospice/Palliative Care/Pain Management	24	4.64	4.75	4.44
Judicious Use of Antibiotics	26	4.34	4.58	4.58
Medical Emergency Preparedness	45	3.56	3.64	3.61
Medical Malpractice	48	4.78	4.88	4.71
Medical/Legal Communications	7	4.66	4.86	4.76
Negotiating Complex Issues at the End of Life	36	4.87	4.92	4.93
Sexuality/Gay, Lesbian, Transgender Issues	27	4.67	4.81	4.68
Total	351	4.47	4.63	4.51