Applying Metacognition Through Patient Encounters and Illness Scripts to Create a Conceptual Framework for Basic Science Integration, Storage, and Retrieval

Journal of Medical Education and Curricular Development
Eileen F HennrikusNicholas Hennrikus

Abstract

Medical school curriculum continues to search for methods to develop a conceptual educational framework that promotes the storage, retrieval, transfer, and application of basic science to the human experience. To achieve this goal, we propose a metacognitive approach that integrates basic science with the humanistic and health system aspects of medical education. During the week, via problem-based learning and lectures, first-year medical students were taught the basic science underlying a disease. Each Friday, a patient with the disease spoke to the class. Students then wrote illness scripts, which required them to metacognitively reflect not only on disease pathophysiology, complications, and treatments but also on the humanistic and health system issues revealed during the patient encounter. Evaluation of the intervention was conducted by measuring results on course exams and national board exams and analyzing free responses on the illness scripts and student course feedback. The course exams and National Board of Medical Examiners questions were divided into 3 categories: content covered in lecture, problem-based learning, or patient + illness script. Comparisons were made using Student t-test. Free responses were inductive...Continue Reading

References

Oct 22, 2015·Academic Medicine : Journal of the Association of American Medical Colleges·Jed D GonzaloTerry Wolpaw

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Citations

Aug 18, 2020·Advances in Medical Education and Practice·Eileen F HennrikusNicholas Hennrikus
Oct 10, 2020·Medical Teacher·Aubrie Swan SeinTodd A Bates
Sep 19, 2020·Mechanisms of Ageing and Development·Francisca Leiva-FernándezUNKNOWN MULTIPAP Group
Mar 30, 2021·Medical Science Educator·Aubrie Swan SeinSally A Santen

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