First, do no harm: impact of the transition to an integrated curriculum on medical knowledge acquisition of the transitional cohort

Introduction Many medical schools are moving toward integrated curricula in response to the 2010 Carnegie report. However, there is often apprehension that student performance on standard assessment metrics of medical knowledge acquisition could suffer during the transition period. Therefore, we sou...

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Autores principales:	Kirstin Nackers, Raquel Tatar, Eileen Cowan, Laura Zakowski, Katharina Stewart, Sarah Ahrens, Laura Jacques, Shobhina Chheda
Formato:	article
Lenguaje:	EN
Publicado:	Taylor & Francis Group 2022
Materias:	medical schools clinical clerkship program evaluation medical education national board of medical examiners curriculum redesign integrated clerkships medical knowledge acquisition subject exam Special aspects of education LC8-6691 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/c17fa0945c314a1da3544b37e77725f3
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spelling	oai:doaj.org-article:c17fa0945c314a1da3544b37e77725f32021-11-26T11:19:47ZFirst, do no harm: impact of the transition to an integrated curriculum on medical knowledge acquisition of the transitional cohort1087-298110.1080/10872981.2021.2007561https://doaj.org/article/c17fa0945c314a1da3544b37e77725f32022-01-01T00:00:00Zhttp://dx.doi.org/10.1080/10872981.2021.2007561https://doaj.org/toc/1087-2981Introduction Many medical schools are moving toward integrated curricula in response to the 2010 Carnegie report. However, there is often apprehension that student performance on standard assessment metrics of medical knowledge acquisition could suffer during the transition period. Therefore, we sought to analyze the impact of curriculum redesign on the medical knowledge acquisition of the transitional cohort, as measured by NBME subject exam scores. Methods The University of Wisconsin School of Medicine and Public Health Legacy curriculum followed a standard 2 + 2 medical school educational model, including traditional, department-based, third-year clinical clerkships. In the new ForWard curriculum, students enter clinical rotations one semester earlier, and those core clinical experiences are organized within four integrated blocks combining traditional clerkship specialties. This retrospective program evaluation compares NBME subject exam scores between the final cohort of Legacy third-year students (2016–17) and first cohort of ForWard students (2018) for the Adult Ambulatory Medicine, Medicine, Neurology, Obstetrics and Gynecology, Pediatrics, Psychiatry, and Surgery exams. Results NBME subject exam mean scores ranged from 75.5–79.4 for the Legacy cohort and 74.9–78.7 for the ForWard cohort, with no statistically significant differences in scores identified for each individual exam analyzed. Results remained constant when controlled for student demographic variables. Discussion Faculty and students may worry about impacts to the transitional cohort during curriculum redesign, however our results suggest no substantive negative effects to acquisition of medical knowledge during transition to an integrated curriculum. Further monitoring is necessary to examine whether medical knowledge acquisition remains stable or changes after the integrated curriculum is established.Kirstin NackersRaquel TatarEileen CowanLaura ZakowskiKatharina StewartSarah AhrensLaura JacquesShobhina ChhedaTaylor & Francis Grouparticlemedical schoolsclinical clerkshipprogram evaluationmedical educationnational board of medical examinerscurriculum redesignintegrated clerkshipsmedical knowledge acquisitionsubject examSpecial aspects of educationLC8-6691Medicine (General)R5-920ENMedical Education Online, Vol 27, Iss 1 (2022)
institution	DOAJ
collection	DOAJ
language	EN
topic	medical schools clinical clerkship program evaluation medical education national board of medical examiners curriculum redesign integrated clerkships medical knowledge acquisition subject exam Special aspects of education LC8-6691 Medicine (General) R5-920
spellingShingle	medical schools clinical clerkship program evaluation medical education national board of medical examiners curriculum redesign integrated clerkships medical knowledge acquisition subject exam Special aspects of education LC8-6691 Medicine (General) R5-920 Kirstin Nackers Raquel Tatar Eileen Cowan Laura Zakowski Katharina Stewart Sarah Ahrens Laura Jacques Shobhina Chheda First, do no harm: impact of the transition to an integrated curriculum on medical knowledge acquisition of the transitional cohort
description	Introduction Many medical schools are moving toward integrated curricula in response to the 2010 Carnegie report. However, there is often apprehension that student performance on standard assessment metrics of medical knowledge acquisition could suffer during the transition period. Therefore, we sought to analyze the impact of curriculum redesign on the medical knowledge acquisition of the transitional cohort, as measured by NBME subject exam scores. Methods The University of Wisconsin School of Medicine and Public Health Legacy curriculum followed a standard 2 + 2 medical school educational model, including traditional, department-based, third-year clinical clerkships. In the new ForWard curriculum, students enter clinical rotations one semester earlier, and those core clinical experiences are organized within four integrated blocks combining traditional clerkship specialties. This retrospective program evaluation compares NBME subject exam scores between the final cohort of Legacy third-year students (2016–17) and first cohort of ForWard students (2018) for the Adult Ambulatory Medicine, Medicine, Neurology, Obstetrics and Gynecology, Pediatrics, Psychiatry, and Surgery exams. Results NBME subject exam mean scores ranged from 75.5–79.4 for the Legacy cohort and 74.9–78.7 for the ForWard cohort, with no statistically significant differences in scores identified for each individual exam analyzed. Results remained constant when controlled for student demographic variables. Discussion Faculty and students may worry about impacts to the transitional cohort during curriculum redesign, however our results suggest no substantive negative effects to acquisition of medical knowledge during transition to an integrated curriculum. Further monitoring is necessary to examine whether medical knowledge acquisition remains stable or changes after the integrated curriculum is established.
format	article
author	Kirstin Nackers Raquel Tatar Eileen Cowan Laura Zakowski Katharina Stewart Sarah Ahrens Laura Jacques Shobhina Chheda
author_facet	Kirstin Nackers Raquel Tatar Eileen Cowan Laura Zakowski Katharina Stewart Sarah Ahrens Laura Jacques Shobhina Chheda
author_sort	Kirstin Nackers
title	First, do no harm: impact of the transition to an integrated curriculum on medical knowledge acquisition of the transitional cohort
title_short	First, do no harm: impact of the transition to an integrated curriculum on medical knowledge acquisition of the transitional cohort
title_full	First, do no harm: impact of the transition to an integrated curriculum on medical knowledge acquisition of the transitional cohort
title_fullStr	First, do no harm: impact of the transition to an integrated curriculum on medical knowledge acquisition of the transitional cohort
title_full_unstemmed	First, do no harm: impact of the transition to an integrated curriculum on medical knowledge acquisition of the transitional cohort
title_sort	first, do no harm: impact of the transition to an integrated curriculum on medical knowledge acquisition of the transitional cohort
publisher	Taylor & Francis Group
publishDate	2022
url	https://doaj.org/article/c17fa0945c314a1da3544b37e77725f3
work_keys_str_mv	AT kirstinnackers firstdonoharmimpactofthetransitiontoanintegratedcurriculumonmedicalknowledgeacquisitionofthetransitionalcohort AT raqueltatar firstdonoharmimpactofthetransitiontoanintegratedcurriculumonmedicalknowledgeacquisitionofthetransitionalcohort AT eileencowan firstdonoharmimpactofthetransitiontoanintegratedcurriculumonmedicalknowledgeacquisitionofthetransitionalcohort AT laurazakowski firstdonoharmimpactofthetransitiontoanintegratedcurriculumonmedicalknowledgeacquisitionofthetransitionalcohort AT katharinastewart firstdonoharmimpactofthetransitiontoanintegratedcurriculumonmedicalknowledgeacquisitionofthetransitionalcohort AT sarahahrens firstdonoharmimpactofthetransitiontoanintegratedcurriculumonmedicalknowledgeacquisitionofthetransitionalcohort AT laurajacques firstdonoharmimpactofthetransitiontoanintegratedcurriculumonmedicalknowledgeacquisitionofthetransitionalcohort AT shobhinachheda firstdonoharmimpactofthetransitiontoanintegratedcurriculumonmedicalknowledgeacquisitionofthetransitionalcohort
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First, do no harm: impact of the transition to an integrated curriculum on medical knowledge acquisition of the transitional cohort

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