Using Preclinical High-Fidelity Medical Simulations to Integrate Pharmacology and Physiology with Clinical Sciences
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The medical educational literature is replete with proposed curricular models designed to integrate critical foundational sciences like physiology and pharmacology with clinical sciences vertically and horizontally. Yet gaps exist on the best pedagogy and procedures to maximize conceptual integration and learner encapsulation at the instructor and sessional level. We now present a model for how to implement and effectively integrate pharmacology and physiology with other essential foundational and clinical sciences using preclinical high-fidelity medical simulations carefully scaffolded using a modified Bloom’s taxonomy framework to keep cognitive domain levels appropriate to the novice medical student’s abilities.
KeywordsSimulation Pharmacology Physiology Clinical skills Medical education Basic sciences Integration Pedagogy
We wish to thank all the clinical faculty and staff who facilitated the simulations as well as the organ system module core faculty and directors who helped us implement a coordinated schedule. We are especially grateful to Dr. Bernard Gros, a cardiologist who co-directs the Cardiovascular Pulmonary Module and teaches in the cardiovascular M2 HFMS, and Dr. Christine Bellew, a pediatric nephrologist who co-directs the Practice of Medicine 1 Module and co-teaches physiology with Dr. Harris in the M1 HFMS and Structure-Function Module. Lastly, we thank Dr. Jon Kibble, our Assistant Dean of Medical Education, for his expert advice on integration within our curriculum.
As part of a larger study on educational outcomes related to learning pharmacology in HFMS, the UCF Institutional Review Board (IRB) for Human Studies granted approval to electronically distribute anonymous voluntary surveys to second-year students assessing learner perceptions.
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