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.

Mapping an EPA-based comprehensive curricular proposal for UME

“…One method is: 1) select an APROC, 2) review its description, 3) analyze the associated teachings and, 4) establish what are its basic contents of biomedical, socio-medical and clinical sciences ( Figure 2B ). During lessons, teachers work together to ensure the interdisciplinary vision of the contents and to integrate knowledge ( Harden, 2000 ; Brauer and Ferguson, 2015 ; Mookerjee et al , 2018 ).…”

“…With the aim of promoting the students’ quality of life and well-being, we added the elective subjects called “Personal healthy life and healthy life in society” ( Figure 3 ). They award mandatory credits and the student chooses to study one in parallel with each module of the second phase ( Barss et al , 2008 ; Rakel and Hedgecock, 2008 ; Mookerjee et al , 2018 ).…”

Management practices in the implementation of police curriculum through blended learning

“…Examples of these activities and approaches include recognition of prior learning (RPL) [15], meaning attachment to what is being taught [33], interactive discussions, and oral narratives [37]. Other examples are problem-based learning [38], competency-based approach [61], apprenticeship [50], and integration of principles [52].…”