1,523
Views
147
CrossRef citations to date
0
Altmetric
Research Article

Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden

, , , &
Pages 280-285 | Published online: 03 Jul 2009

  • ARNOLD, L. & WILLOUGHBY, T.L. (1993) Curricular integration at the University of Missouri-Kansas City School of Medicine, Perception Motor Skills, 76, pp. 35-40.
  • BERGDAHL, B., KOCH, M., SVEDIN, C.G. & WASTESON, Å. (1990) Early phase examination based on clinical performance and problem-based reasoning, in: W. Bender, R. Hiemstra, A. Schirpbier & R. Zwierstra (Eds) Teaching and Assessing Clinical Competence, pp. 457-460 (Groningen,The Netherlands, Boekwerk Publications).
  • BLUE, A.V., GARR, D., DEL BENE, V. & McCURDY, L. (2000) Curricular renewal for the new millennium at the Medical University of South Carolina College of Medicine, Journal of the South Carolina Medical Association, 96(1), pp. 22-27.
  • BRYNHILDSEN, J., DAHLE, L.O., BEHRBOHM FALLSBERG, M., RUNDQUIST, I., & HAMMAR, M. (2002). Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum, Medical Teacher, 24(3), pp. 286-288.
  • CADE, J. (1993) An evaluation of early patient contact for medical students, Medical Education, 27, pp. 205-210.
  • DES MARCHAIS, J.E. & VU, N.V. (1996) Developing and evaluating the student assessment system in the preclinical problem-based curriculum at Sherbrooke, Academic Medicine, 71, pp. 274-283.
  • DRAKE, R.L. (1999) Anatomy education in a changing medical curriculum, Kaibogaku Zasshi -- Journal of Anatomy, 74(4), pp. 487-490.
  • ELAM, C.L., WILSON, H.D., WILSON, E.A. & SCHWARTZ, R. (1995) Physicians for the 21st century: implications for medical practice, undergraduate preparation, and medical education, Journal of Kentucky Medical Association, 93, pp. 247-252.
  • ELLIOT, M.K. (1999) Are we going in the right direction? A survey of the undergraduate medical education in Canada, Australia and the United Kingdom from a general practice perspective, Medical Teacher, 21 (1), pp. 53-60.
  • FOLDEVI, M., Sommansson, G. & Trell, E. (1994) Problem-based medical education in general practice: experience from Linköping, Sweden, British Journal of General Practice, 444, pp. 473-476.
  • FRANSSON, A. (1977) On qualitative differences in learning, IV: Effects of motivation and text anxiety on process and outcome, British Journal of Educational Psychology, 47, pp. 244-257.
  • GEFFEN, L.B., BIRKETT, D.J. & ALPERS, J.H. (1991) The Flinders experiment in medical education revisited, Medical Journal of Australia, 155 (11-12), pp. 745-750.
  • GINZBERG, E. (1993) The reform of medical education: an outsider's reflection, Academic Medicine, 68, pp. 518-521.
  • HAMMAR, M., Forsberg, P. & Loftås, P. (1995) An innovative examination ending the medical curriculum, Medical Education, 29, pp. 452-457.
  • HARDEN, R.M. & GLEESON, F.A. (1979) Assessment of Clinical Competence using an Objective Structured Clinical Examination (OSCE), Medical Education Booklet (Dundee, Scotland, Association for the Study of Medical Education).
  • HARDEN, R., CROSBY, J., DAVIS, M.H., HOWIE, P.W. & STRUTHERS, A.D. (2000) Task-based learning: the answer to integration and problem-based learning in the clinical years, Medical Education, 34(5), pp. 335-336.
  • LACHMAN, E. (1997) Lachman's Case Studies in Anatomy (Oxford, Oxford University Press).
  • LIE, N. (1995) Traditional and non-traditional curricula. Definitions and terminology, Tidskrift for Norsk Laegeforening, 115, pp. 1067-1071.
  • MARTON, F. (1975) On non-verbatim learning, I: Level of processing and level of outcome, Scandinavian Journal of Psychology, 16, pp. 273-279.
  • MORRISON, S.C., CUNEO, R.C., WAINWRIGHT, D. & STITZ, R.W. (1993) Do the teaching hospitals of the University of Queensland really want a four-year medical course? A guarded yes, Medical Journal of Australia, 159, pp. 348-351.
  • NIERENBERG, D.W. (1998) The use of 'vertical integration groups' to help define and update course/clerkship content, Academic Medicine, 73 (10), pp. 1068-1071.
  • NORMAN, G.R. & SCHMIDT, HG. (1992) The psychological basis of problem-based learning: a review of the evidence, Academic Medicine, 67(9), pp. 557-565.
  • NORONHA FILHO, G., RESENDE, J.B., LEMME, A.C., NEY JUNIOR, G. & FOSSARD, A. (1995) Medical education and integration of teaching and health care activities, Revue Saude Publica, 29, pp. 215-220.
  • PERCAC, S. & GOODENOUGH, D.A. (1998) Problem based teaching and learning as a bridge from basic anatomy to clinical clerkship, Surgical and Radiologie Anatatomy, 20(3), pp. 203-207.
  • SABAH JAIME, D. (1997) Aims and objectives of medical training at the University of Valparaiso, Revista Medico de Chile (Santiago), 125(7) pp. 808-813 (English abstract, article in Spanish).
  • SAPUNAR, D. & MARUSIC, M. (1999) The curriculum plan for the Split University Medical School: a modern concept for a new school, Lijec Vjesn, 121(6), pp. 208-212 (English abstract, article in Serbo-Croatian).
  • SCHMIDT, H. (1998) Integrating the teaching of basic sciences, clinical sciences, and biopsychosocial issues, Academic Medicine, 73(9 Suppl.), pp. S24-S31.
  • SIVAM, S.P., IATRIDIS, P.G. & VAUGHN, S. (1995) Integration of pharmacology into a problem-based learning curriculum for medical students, Medical Education, 29, pp. 289-296.
  • STONE, D.H. (2000) Public health in the undergraduate medical curriculum: can we achieve integration?, Journal of Evaluation of Clinical Practice, 6(1), pp. 9-14.
  • SVEDIN, C.G. & KOCH, M. (1990) Early clinical contact, holistic view, and interpersonal skills, in: W. Bender, R. Hiemstra, A. Shirpbier & R. Zwierstra (Eds) Teaching and Assessing Clinical Competence pp. 532-536 (Groningen, The Netherlands, Boekwerk Publications).
  • SVENSSON, L. (1977) On qualitative differences in learning, III: Study skill and learning, British Journal of Educational Psychology, 47, pp. 233-243.
  • TRESOLINI, C.P. & SHUGARS, D.A. (1994) An integrated health care model in medical education: interviews with faculty and administrators, Academic Medicine, 69, pp. 231-236.
  • VERNON, D.T.A. & HOSOKOWA, M.C. (1996) Faculty attitudes and opinions about problem-based learning, Academic Medicine, 71, pp. 1233-1238.
  • WALES, S.G. & YOUNG, D. (1992) Assessment of medical students in general practice, Medical Journal of Australia, 156, pp. 709-711.
  • WHTTEHOUSE, C.R. (1991) Teaching communication skills in United Kingdom medical schools, Medical Education, 25, pp. 311-318.
  • WILKERSON, L. & ABERMANN, W.H. (1993) Producing physician-scientists: a survey of graduates from the Harvard-MIT program in health sciences and technology, Academic Medicine, 68, pp. 214-218.
  • YU, H.Y, WU, Z.A., SU, M.S., YEN, D.J., LUK, H.R., CHAO, Y.C., LIAO, K.K., LIN, K.P., YU, S.M. & LIU, H.C. (2000) Problem-based, small-group tutorial learning in clinical neurology for second-year medical students, Chinese Medical Journal, 63(8), pp. 598-604.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.