Team-Taught Grand Rounds Promote Horizontal and Vertical Integration in a Discipline-Based Medical Curriculum
Discipline‐based medical curricula face the challenges of promoting horizontal (across course) and vertical (across years) integration, as well as providing opportunities for students to build the skills needed to become “residents‐as‐teachers”. To address these issues, we developed an Integrated Grand Rounds (IGR) series in which cases are co‐presented to M1/M2 students by clinical and basic science faculty. Sub‐topics relevant to the case are expanded upon by means of live patient interviews and small group sessions led by M3/M4 students. IGR effectiveness is measured by comparison of pre‐/post‐test scores and student attitude questionnaires.
Overall, student post‐test scores improved by 23% and >; 95% of all students felt that this activity was an effective way to both integrate information across courses and highlight clinical applications of basic science material. Additionally, all M3/M4 students polled felt that the IGR provided a valuable opportunity to review important basic science concepts and practice clinical teaching skills.
The IGR series has proven to be a highly successful tool for cross‐course and longitudinal integration and is enthusiastically supported by both faculty and students. Notably, the IGR provides an efficient and cost‐effective vehicle to expand interdisciplinary connections and enhance integration. As a result, we are in the process of expanding its use in our curriculum.
Duffourc, Michelle M.; Schoborg, Robert V.; McGowen, Kathleen R.; Lybrand, C.; and Blackwelder, Reid. 2013. Team-Taught Grand Rounds Promote Horizontal and Vertical Integration in a Discipline-Based Medical Curriculum. Journal of the Federation of American Societies for Experimental Biology. Vol.27(1). https://www.fasebj.org/doi/abs/10.1096/fasebj.27.1_supplement.516.11