Development and Implementation of a Medical School Course Integrating Basic, Clinical, and Health Systems Sciences

• Published in: Journal of Medical Education and Curricular Development
• Main Authors: Miller, Kathryn E., Qua, Kelli, Croniger, Colleen M., Mann, Donald, Mulloy, Karen B., Painter, Elizabeth, Rowland-Seymour, Anastasia, Schirokauer, Oliver, Singh, Mamta K., Wilson-Delfosse, Amy L.
• Format: Text
• Language: English
• Published: SAGE Publications 2023
• Subjects: Original Research; Pillar; sami
• Online Access: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10617272/; http://www.ncbi.nlm.nih.gov/pubmed/37915318; https://doi.org/10.1177/23821205231205953

OBJECTIVE: In recent years, significant steps have been made in integrating basic science and clinical medicine. There remains a gap in adding the third pillar of education: health systems science (HSS). Core clerkships represent an ideal learning venue to integrate all three. Students can experience the value of integrating basic science as they learn clinical medicine in environments where HSS is occurring all around them. METHODS: We outline the creation of Sciences and Art of Medicine Integrated (SAMI), a course that runs parallel with the clerkship year and integrates basic science and HSS with clinical medicine. A complete description of the planning and implementation of SAMI is provided. We include the participants and educational setting, the goals and objectives, and the structure of each session. To encourage the integration of basic science, HSS, and clinical medicine, students utilize a series of tools, described in detail. Examples of each tool are provided utilizing a case of a patient presenting with obstructive sleep apnea. RESULTS: We successfully implemented this course with positive reception from students. CONCLUSION: This course represents a step not only toward the integration of HSS with basic science and clinical medicine but also an advancement in training future clinicians to provide high-value care. Future curricular development must consider the validation of a measure of clinical reasoning that assesses a student's ability to think in a cognitively integrated fashion about basic science, HSS, and clinical medicine demonstrated by enhanced justification of clinical reasoning and a more holistic approach to planning patient care.