Design and implementation of a foundations in medicine course

Lazarus, CJ

Cj. Lazarus, Design and implementation of a foundations in medicine course, TEACH L MED, 11(3), 1999, pp. 168-175

43

INGLESE

Article

General & Internal Medicine

TEACHING AND LEARNING IN MEDICINE

1040-1334 → ACNP

11

3

1999

168 - 175

ISI

1040-1334(1999)11:3<168:DAIOAF>2.0.ZU;2-E

Background: Medical schools are paying increasing attention to the need to train students in the art of medicine. This includes early exposure to pati ents, training in communication skills, attention to the context of the fam ily and community, an understanding of biomedical ethics, the structure of the health care system and preventive medicine, and commitment to both serv ice and lifelong self-directed learning. Description: Tulane University School of Medicine implemented an interdisci plinary, longitudinal course, Foundations in Medicine (FIM), in 1995 to beg in this educational process for 1st-year medical students. FIM emphasizes p atient interaction, experiential learning, student leadership, and service to the community. It was implemented in the absence of a department of fami ly practice or external grant funding. Evaluation: The course is highly successful by both student and faculty mea sures. Students especially value the learner-centered, student-led medical ethics discussions, community preceptor experiences, community visits, and community service. Through these activities, students learn leadership and organizational skills, interact with communities and individuals in a conte xtual and nonmedical environment, and experience working in teams with peer s. Data on student outcomes are being collected. Conclusion: In a supportive environment, it is possible to implement an int erdisciplinary course emphasizing clinical and community experiences and th e human aspect of medicine, with no external and limited internal funding.