Principles of clinical medicine: an interdisciplinary integrated 2-year longitudinal course

Abstract

In keeping with the Report of the Panel on the General Professional Education of the Physician (Association of American Medical Colleges 1984), Oregon Health Sciences University (OHSU) School of Medicine is in the midst of revising its curriculum. After a 4-year process, the Curriculum Committee mandated development of the Principles of Clinical Medicine course, a 2-year longitudinal course integrating input from both basic and clinical science departments. We describe the steps leading to the course's implementation, its administrative and organizational structure, the evaluation of student performance, teacher training, course curriculum, and the use of interdisciplinary teaching. This course embodies many of the changes called for in the AAMC Report and serves as a model for interdisciplinary education.

Neurobehaviour rounds and interdisciplinary education in neurology and psychiatry

“…Interdisciplinary education and treatment in medicine is receiving increasing attention, especially in several key areas (Strelnick et al 1988; Branch et al 1991; Burke & Inui 1992; Arnold & Willoughby 1993; Bulger 1993; Musfeldt & Hart 1993; Pearlman et al 1993; Fields et al 1995; Freeman et al 1995; Hoffman & Johnson 1995; Kahn et al 1995). For example, the development of `critical pathways' has relied upon multi‐disciplinary collaboration, and the value of this approach has been documented previously (Musfeldt & Hart 1993).…”

“…Understanding medical ethical issues has been facilitated by dialogue among medical ethicists, doctors from multiple disciplines, and allied health professionals (Pearlman et al 1993). Undergraduate medical education programmes increasingly emphasize interdisciplinary participation, especially as a way to foster the development of primary care (Branch et al 1991; Burke & Inui 1992; Arnold & Willoughby 1993; Fields et al 1995; Freeman et al 1995; Kahn et al 1995).…”