The educational program of the Paul L. Foster School of Medicine in El Paso, Texas integrates the basic and clinical sciences and organizes them according to the organ-system based units. The reproduction unit focuses on human reproduction, pregnancy and illnesses associated with the female genital tract and breast. The sequence of 13 clinical presentations is structured so that the concepts developed during the study of one topic lays down a foundation for subsequent topics. Students are provided with a brief definition and a statement of clinical significance for each clinical presentation, which serves as the foundation for presentations of both clinical and basic science information. In the Medical Skills Course, students practice skills and behaviors associated with obstetrics and gynecology (Ob Gyn) history taking, culturally sensitive communication skills, conducting and recording of physical and pelvic examinations as they relate to clinical presentations. The Society, Community and Individual Course focuses on real life experience in a local community clinic setting and improves the understanding of the social determinants of female reproductive health. We believe that our pedagogical approach enhances knowledge comprehension, improves knowledge retention of the basic science and promotes the development of clinical reasoning, enabling easier transition to the clerkship years.
Maternal infections with TORCH group of organisms during pregnancy pose a threat to the fetus in acquisition of congenital abnormalities. Detailed ultrasonographic screening and serological testing provide vital clues to the early diagnosis of these infections in the fetus. We summarize the clinical features associated with TORCH with special emphasis on the in utero ultrasound-guided diagnosis.
The challenge of integrating basic science and clinical knowledge contents has become an educational imperative at Paul L Foster School of Medicine clinical presentation based curriculum. During the first two years of our curriculum, students are introduced to clinical applications of basic science knowledge. For better understanding and appreciation of the important links between the basic science principles and clinical medicine, students return to basic science topics. To support such a progression of students' knowledge and skills, the curriculum should allow and support individual learning. Interactive tutorials created by authors of different backgrounds and expertise facilitate clinical application of basic science knowledge and provide multiple pathways in learning and inductive reasoning. Web based learning modules do not supplement traditional lectures, small groups sessions and team based learning activities, but they may significantly enrich students' learning experience.Physical and content boundaries between basic science and clinical departments are sometimes difficult to breach. In virtual space, thematically organized modules and collective approach of interdisciplinary teaching teams allow full integration of core content. This concept of distance learning contributes to educational continuity, longitudinal experience and educational mobility.
Paul L Foster School of Medicine is adopting a clinical presentation based curriculum that encompasses an approach of teaching clinical knowledge, medical skills and diagnostic imaging to the first and second year medical students. This approach may help our students to better integrate knowledge they acquire during the first two years of their medical education into the years of clerkship, residency and beyond. We believe that early integration of different medical imaging modalities and basic science disciplines, in particular the anatomy and pathology, may lead to more efficient use of medical technology and cost beneficial medical practice in the future.
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