Same Material, Different Formats: Comparing In-Person and Distance Learning in Undergraduate Medical Education
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EDUCATIONAL CASE REPORT
Same Material, Different Formats: Comparing In-Person and Distance Learning in Undergraduate Medical Education Adriane M. dela Cruz 1
&
Sasha Alick 1 & Rohit Das 1 & Adam Brenner 1
Received: 23 July 2020 / Accepted: 2 October 2020 # Academic Psychiatry 2020
In the winter 2019, the authors launched a new course for senior medical students entitled “Frontiers in Medicine: Behavioral Health and Neuromedicine.” The Frontiers in Medicine course was launched to provide post-clerkship medical students an opportunity to return to basic and clinical research topics after completing their clinical clerkships with a goal of emphasizing the importance of science to medical practice [1, 2]. This course aims to explore “frontier” areas and emphasize the value in integrating clinical experience with the study of basic and translational science [3, 4]. The Frontiers in Medicine course was created as part of the restructuring of the medical school curriculum that decreased pre-clerkship course work and added several elements to the fourth year postclerkship period, consistent with national trends to modernize medical education [2]. The institution created seven sections of the Frontiers in Medicine course focused on different specialty topics and required that all senior medical students complete one section of the course prior to graduation. The Behavioral Health and Neuromedicine section of the Frontiers in Medicine course integrates basic and clinical neuroscience and the neuroscience-related medical fields, focused on neurology and psychiatry and including faculty from neurosurgery, neuropsychology, and neuroradiology for students in the post-clerkship period. The authors structured the course by focusing on three major topics using a paradigm of molecules, networks, and structure: (1) the NMDA receptor in health and disease (molecule); (2) circuits, seizures, and neurostimulation (network); and (3) trauma and recovery (structure). The authors chose these topics due to the ability to cover innovative areas in both psychiatry and neurology (e.g., autoimmune encephalitis in the NMDA receptor section), areas of emerging research and clinical practice
* Adriane M. dela Cruz [email protected] 1
University of Texas Southwestern Medical Center, Dallas, TX, USA
development (“frontiers”; [1]), and highlight diseases and treatment not emphasized elsewhere in the medical school curriculum. Each topic also allows for explicit connection between either scientific research (basic or clinical) and clinical practice [5]. A portion of the course is devoted to strengthening skills in critical review of the literature and evidencebased practice, including research methods and design, consistent with the skills necessary for neuroscience literacy [1], with the goal of fostering life-long learning [2]. In February of 2019 and 2020, the authors ran this course as originally designed, with all learning sessions held in person. In April 2020, the medical school leadership approached the course director
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