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Paper Information

Title: 

INTEGRATED EDUCATION OF BASAL GANGLIA FOR UNDERGRADUATE MEDICAL STUDENTS: DESIGN AND IMPLEMENTATION

Type: SPEECH
Author(s): HASANZADEH GHOLAM REZA,EJTEMAEIMEHR SH.,ZAHMATKESH MARYAM*,SEYEDIAN MAZIYAR,ARBABI MOHAMMAD,MIRZAZADEH AZIM,HATAMI F.,SOHEYLI SORAYA
 
 *DEPARTMENT OF PHYSIOLOGY, SCHOOL OF MEDICINE, TEHRAN UNIVERSITY OF MEDICAL SCIENCES, TEHRAN, IRAN
 
Name of Seminar: IRANIAN CONGRESS OF PHYSIOLOGY AND PHARMACOLOGY
Type of Seminar:  CONGRESS
Sponsor:  PHYSIOLOGY AND PHARMACOLOGY SOCIETY, MASHHAD UNIVERSITY OF MEDICAL SCIENCE
Date:  2009Volume 19
 
 
Abstract: 

The packed curriculum leaves little time for students to acquire a deep understanding of the subject or to develop skills such as critical thinking, problem solving and communication. Integration has been accepted as an important educational strategy in medical education. Considering this idea, the goal of the present study was to design and implementation of integrated education of anatomy, physiology, pharmacology, and neurology and neuropsychiatry subjects of brain's basal ganglia by a multidisciplinary team. In this study, Kern's approach to curriculum development was used. Participants were 20 medical students at basic science level who participate in a 10 stations of pre-test exam at Medical school's Skill lab. After the implementation of the course by a multidisciplinary team, post-test were done. A structured questionnaire was designed to assess student opinions about adequacy, fairness and helpfulness of the course using a Likert scale. The result of pre and posttest were also compared. Twenty questionnaires were completed, giving a 76.63% satisfaction rate. Seventy-five percent of students found it useful and suitable for basic sciences duration. About fifty percent of students suggested the implementation of this module for other medical students but 40% of students felt they did not have any idea in this regard. The score of post-test was significantly (14.52±0.47 vs 6.32±0.62, p<0.05) higher than pre-test results. In conclusion, the attitudes of medical students were largely positive and they value the sessions highly. These results encourage the faculty managers to support the implementation of such an effort in medical education curriculum. It is obvious that these programs could improve to catch the higher student satisfaction in future. We suggest further assessment of student learning after 2 or 6 month duration to evaluate the efficacy of the present design.

 
Keyword(s): INTEGRATED EDUCATION, UNDERGRADUATE MEDICAL STUDENTS
 
 
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