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A First-Year Medical School Course Integrating Development, Structure, and Function

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Abstract

At the University of Massachusetts Medical School, anatomy, development, histology, and physiology teaching were integrated into a single first-year course where students study development, structure, and function in a context of clinical imaging. Although the integrated course comprised a 25 % reduction in teaching time, student course performance and USMLE Step I scores have remained strong since curricular integration and student satisfaction with teaching of these basic science disciplines in an interdisciplinary format is high.

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Authors and Affiliations

  1. Department of Microbiology and Physiological Systems, University of Massachusetts Medical School, 55 Lake Avenue North, Worcester, MA, 01655, USA

    Julie A. Jonassen

  2. Department of Radiology, University of Massachusetts Medical School, 55 Lake Avenue North, Worcester, MA, 01655, USA

    Anne M. Gilroy, Joseph Makris & Wendie Allain

  3. Department of Cell and Developmental Biology, University of Massachusetts Medical School, 55 Lake Avenue North, Worcester, MA, 01655, USA

    Harvey M. Florman

  4. Department of Medicine, University of Massachusetts Medical School, 55 Lake Avenue North, Worcester, MA, 01655, USA

    Melissa A. Fischer

Authors
  1. Julie A. Jonassen
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  2. Anne M. Gilroy
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  3. Joseph Makris
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  4. Harvey M. Florman
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  5. Wendie Allain
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  6. Melissa A. Fischer
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Correspondence to Julie A. Jonassen.

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Jonassen, J.A., Gilroy, A.M., Makris, J. et al. A First-Year Medical School Course Integrating Development, Structure, and Function. Med.Sci.Educ. 26, 31–33 (2016). https://doi.org/10.1007/s40670-015-0197-4

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  • DOI: https://doi.org/10.1007/s40670-015-0197-4

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