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Journal articles on the topic 'Pre-Clinical Medicine: Basic Sciences'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 January 2023

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1

Hinzpeter, Jaime. "Basic Sciences. Basis of Clinical Medicine." International Physiology Journal 1, no. 3 (November 23, 2018): 23–25. http://dx.doi.org/10.14302/issn.2578-8590.ipj-18-2490.

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2

Renaldi, Teuku, Said Usman, Maimun Syukri, Sofia Sofia, and Dedy Syahrizal. "BASIC MEDICAL SCIENCES AND PROBLEM-BASED LEARNING: PITFALLS AND POSSIBLE IMPROVEMENT FROM THE PERSPECTIVE OF TEACHERS AND STUDENTS." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 9, no. 3 (November 16, 2020): 207. http://dx.doi.org/10.22146/jpki.57165.

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Background: Basic medical sciences are essential foundation for the constructive learning of clinical sciences. Faculty of Medicine, Universitas Syiah Kuala is currently implementing Problem-based learning (PBL) for basic medical sciences. Studies have been conducted in many places with inconsistently different results that it is impossible to draw theoretical and practical conclusions regarding the implementation of PBL for basic medical sciences. This study aimed to evaluate the implementation of PBL for basic medical sciences at Faculty of Medicine, Universitas Syiah Kuala from the perspectives of pre-clinical teachers, clinical teachers and medical students.Methods: This is a qualitative study with a phenomenological approach. Respondents were pre-clinical teachers, clinical teachers and medical students. Data collection were carried out by using focused-group discussion (FGD). Data analysis was carried out qualitatively by using thematic analysis.Results: This study identified three themes: (1) integrated thematic blocks are not adequate for the learning of basic medical sciences, (2) inadequacy of basic medical sciences practice activities, and (3) possible improvements through curriculum revision.Conclusion: The implementation of PBL in the form of integrated blocks for basic medical sciences is not adequately constructive to prepare students to learn clinical sciences. Hybrid curriculum which incorporates conventional methods for basic medical sciences and PBL for clinical sciences is recommended to improve students’ constructive learning. Further studies on hybrid curriculum is needed to evaluate its effect of basic medical sciences. Keywords: Basic medical sciences, Problem-based learning (PBL), practical session, hybrid curriculum, constructive learning, self-directed learning.
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3

Colvin, L. A., and D. G. Lambert. "Pain medicine: advances in basic sciences and clinical practice." British Journal of Anaesthesia 101, no. 1 (July 2008): 1–4. http://dx.doi.org/10.1093/bja/aen120.

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4

Antal, János, and Attila Timár. "Translational medicine." Orvosi Hetilap 152, no. 47 (November 2011): 1894–902. http://dx.doi.org/10.1556/oh.2011.29236.

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Translational medicine is the emerging scientific discipline of the last decade which will set the benchmark for the pharmaceutical industry research and development, integrates inputs from the basic sciences of computer modeling and laboratory research through the pre-clinical and clinical phases of human research to the assimilation of new therapies and treatments into everyday practice of patient care and prevention. With this brief insight authors tried in their humble way to summarize the underlying basis, the present and the potential future of this emerging view, to draw attention to some of the challenges and tasks it faces and to highlight some of the promising approaches, trends and model developments and applications. Orv. Hetil., 2011, 152, 1894–1902.
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Billings-Gagliardi, S., S. L. Stone, and M. K. Wolf. "Linking basic, clinical, and social sciences." Academic Medicine 71, no. 5 (May 1996): 535–6. http://dx.doi.org/10.1097/00001888-199605000-00054.

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6

Althubaiti, Suha, and Norah Althubaiti. "Saudi Medical Students’ Interest in Basic Medical Sciences and the Factors Affecting It." Global Journal of Health Science 10, no. 3 (February 28, 2018): 30. http://dx.doi.org/10.5539/gjhs.v10n4p30.

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OBJECTIVES: To evaluate medical students’ interest in basic sciences and identify perceived obstacles for choosing a career in basic science.METHODS: A cross-sectional survey study was conducted and carried out between March and May 2016 with 600 undergraduate medical students at the College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia. Students’ interest towards basic medical sciences was evaluated using a questionnaire.RESULTS: A total of 352 medical students (180 male and 172 female) responded. The leading reasons for not pursuing a career in basic sciences were that medical students aimed primarily to become clinicians (71.6%), would prefer to engage in clinical research (40.4%), were concerned about salaries in basic sciences (36.6%), and had not experienced exciting practical training in basic sciences (26.2%).CONCLUSION: Integrating basic sciences and clinical medicine and increasing research participation will result in more positive attitudes towards basic sciences. Furthermore, reducing the students’ concerns will encourage medical students to engage more with basic medical science.
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7

Edwalds-Gilbert, Gretchen. "Building bridges between basic science and clinical medicine: a liberal arts perspective." Medical Science Pulse 13, no. 1 (April 25, 2019): 55–59. http://dx.doi.org/10.5604/01.3001.0013.1451.

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A critical issue for improving global health care is to better integrate basic science and clinical practice, as such integration will lead to innovative solutions. In this article, I will present models for how to prepare students to participate effectively on multidisciplinary teams that foster cooperation between scientists, medical centers, biotechnology businesses, and governmental bodies. I will provide examples of training programs in the United States (USA) designed to increase the number of and diversity of scientists and clinicians engaged in bridging basic science and clinical medicine, also called translational research. The training programs target different stages in career development, from pre-medical students through early career faculty, and have varied organisational structures. Many of the programs have existed long enough for institutions to be able to evaluate their effectiveness, and despite the different program contexts, there are key characteristics common to all of the programs that correlate with successful outcomes. Many of these characteristics can be adapted to other career stages and settings. I will summarize these and describe an example of an interdisciplinary, integrated science course for undergraduates that introduces students at the earliest stage of their careers to addressing complex problems through teamwork. Finally, I will provide suggestions for how other institutions can implement training programs that will build bridges between basic science and clinical medicine.
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8

Sarantopoulos, Constantine D. "Foundations of Anesthesia Basic and Clinical Sciences." Anesthesia & Analgesia 91, no. 5 (November 2000): 1314–15. http://dx.doi.org/10.1213/00000539-200011000-00065.

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9

Tarver, Stephen, and James C. Eisenach. "Foundations of Anesthesia: Basic and Clinical Sciences." Anesthesiology 95, no. 3 (September 1, 2001): 817. http://dx.doi.org/10.1097/00000542-200109000-00057.

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10

Sarantopoulos, Constantine D. "Foundations of Anesthesia Basic and Clinical Sciences." Anesthesia & Analgesia 91, no. 5 (November 2000): 1314–15. http://dx.doi.org/10.1097/00000539-200011000-00065.

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11

Abdelrahman NuggedAlla, Motaz Ahmed. "Perception and Significance of Basic Sciences for Clinical Studies." International Journal of Human Anatomy 1, no. 2 (August 29, 2018): 26–32. http://dx.doi.org/10.14302/issn.2577-2279.ijha-18-2221.

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Background: Faculty of Medicine and Health sciences at University of Kassala, Sudan was established 1990. It adopts the traditional curricula, which implemented in preclinical (basic sciences) and clinical phases. This study was held to explore students' perception and attitudes towards the basic sciences. Methods: A descriptive cross-sectional study was conducted during April- August 2017 among 251 medical students. Self-administered questionnaire was used to collect data. It was collected and analyzed using SPSS 16.0. Results: A total of 251 of participants in different phases of education in faculty of medicine and health sciences were included in the study; preclinical 116 (46.2%), 113 clinical (45.0%), and 22 (8.8%) were in internship. 95 (37.8 %) were males and 156 (62.2%) were females. The study revealed that physiology was the most preferable subject. Students' satisfaction to syllabus for anatomy, physiology and biochemistry was 61.4%, 43%, and 28.7% respectively. However, 46.6% of students spent a long time to understand biochemistry and 33.1% considered it as overloaded syllabus. Participants showed poor ability to link between theoretical and practical work in case of biochemistry (26.7%), where as anatomy and physiology were represented by 76.9% and 42.2% respectively. Less than half of students were able to integrate the subjects of basic sciences and basic with clinical sciences. Conclusion: In this study, the students determined the difficulties of recalling of information, poor integration between basic and clinical sciences and even integration within the subject. Development of integrated curriculum is necessary to improve the quality of education.
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Dhakal, Ajaya Kumar, and Sanjaya Dhakal. "Clinical skills Lab: A Need in Nepalese Medical School." Journal of Patan Academy of Health Sciences 1, no. 1 (July 20, 2015): 49–51. http://dx.doi.org/10.3126/jpahs.v1i1.13019.

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Medicine of present world demands high level of competency in both clinical examination and performing a procedure in patients. The traditional methods of bedside skill learning and teaching should be supplemented by instruction in clinical skills lab of basic important clinical skills. Every medical school should work towards establishment and incorporation of clinical skills lab in basics science subjects and clinical posting along with other subjects to make it Practice oriented and Student centred learning.Journal of Patan Academy of Health Sciences. 2014 Jun;1(1):49-51
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13

Fischman, SL. "Solving clinical problems-are the basic sciences essential?" Journal of Dental Education 50, no. 8 (August 1986): 465–67. http://dx.doi.org/10.1002/j.0022-0337.1986.50.8.tb02020.x.

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14

Willey, Joanne, Youn Seon Lim, and Thomas Kwiatkowski. "Modeling integration: co-teaching basic and clinical sciences medicine in the classroom." Advances in Medical Education and Practice Volume 9 (October 2018): 739–51. http://dx.doi.org/10.2147/amep.s169740.

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15

Ross, J. J. "Foundations of Anaesthesia: Basic Sciences for Clinical Practice." British Journal of Anaesthesia 97, no. 2 (August 2006): 269. http://dx.doi.org/10.1093/bja/ael159.

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16

DiLullo, Camille, Harry J. Morris, and Richard M. Kriebel. "Clinical competencies and the basic sciences: An online case tutorial paradigm for delivery of integrated clinical and basic science content." Anatomical Sciences Education 2, no. 5 (October 2009): 238–43. http://dx.doi.org/10.1002/ase.97.

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17

Schmidt, H. "Integrating the teaching of basic sciences, clinical sciences, and biopsychosocial issues." Academic Medicine 73, no. 9 (September 1998): S24–31. http://dx.doi.org/10.1097/00001888-199809000-00032.

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18

Schmidt, Hilary. "Integrating the Teaching of Basic Sciences, Clinical Sciences, and Biopsychosocial Issues." Academic Medicine 73, Supplement (September 1998): S24—S31. http://dx.doi.org/10.1097/00001888-199809001-00006.

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19

Taş, Fatih, Sevgi GÜNEŞ, Güneş BOLATLI, and Mehmet ÜYÜKLÜ. "Views of Physicians on the Persistence and Efficiency of Basic Medical Sciences Education." Gevher Nesibe Journal IESDR 6, no. 15 (November 25, 2021): 65–72. http://dx.doi.org/10.46648/gnj.282.

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Introduction: In this study, it is aimed to contribute to the persistence of the basic medical sciences education given in medical faculties, how much it can be integrated into clinical science practices and to the development of education. Materials and Methods: The study was planned in a descriptive type and a questionnaire was applied to collect the data. The population of the study consisted of medical faculty graduates and there was no limitation in the selection of the sample. The level of agreement with the statements was graded from 1 to 5 with Likert-type scaling. In the study with a total of 205 participants, numbers and percentages were used for the data. Results: Of the physicians 59.5% stated that the basic medical sciences courses they took were not sufficient and permanent for their professional life, 69.74% of them stated that the course topics in basic medical sciences education are too detailed, 60.48% of them stated they could not integrate the education they received in basic medical sciences into clinical sciences, 82.91% stated that it would be more beneficial to give basic medicine and clinical medical sciences courses simultaneously, and 86.82% of them stated that the technology-adapted auxiliary course tools will increase the quality of basic medical education. Conclusion: In today's world where important developments are experienced in medical education, innovations are needed in order to train physicians in the best way. For this, it is necessary to work on a system in which basic medicine and clinical medical sciences are integrated, the course curriculum is revised and a strong technological infrastructure is provided.
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20

Ross, Leigh Ann, Christian R. Gomez, Ingrid C. Espinoza, Kim G. Adcock, and Lauren S. Bloodworth. "3222 University of Mississippi Center for Clinical and Translational Science (CCTS): A Catalyst for Clinical and Translational Sciences." Journal of Clinical and Translational Science 3, s1 (March 2019): 135. http://dx.doi.org/10.1017/cts.2019.306.

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OBJECTIVES/SPECIFIC AIMS: To introduce CCTS to the clinical and translational research community. METHODS/STUDY POPULATION: Established in the summer of 2017, the Center for Clinical and Translational Science (CCTS) fosters cooperative clinical and translational sciences between the University of Mississippi School of Pharmacy (UMSOP) and the University of Mississippi Medical Center (UMMC). CCTS facilitates the translation of basic research discoveries into clinically validated therapies to improve the health of populations in Mississippi and beyond. Priority areas of investigation in CCTS include Cardiometabolic disorders, Cancer, Neuroscience, Infectious diseases, Precision Medicine, and Community-Based Research. To accomplish CCTS mission three overarching goals have been defined: I) Develop progressive and sustainable capacity for clinical and translational research in Mississippi; II) Promote interprofessional engagement in clinical and translational science; and III) Foster research collaboration among stakeholders in and outside of Mississippi. RESULTS/ANTICIPATED RESULTS: To carry its CCTS’s mission three research units have been established: 1) The Pre-clinical Research Unit: Develops processes to move basic science discoveries towards translation into research in humans. This unit provides guidance in the development of Investigational New Drug (IND) applications; and identifies and pursues opportunities to develop progressive capacities for in vitro, ex vivo, in vivo, and in silico approaches for evaluating new pharmaceutical and therapeutic agents. 2) The Clinical Research Unit: Transitions projects that have received IND approval into the first phase of clinical trials. It also transitions clinical trials from Phase I to Phase II and to Phase III; develops standard operating procedures (SOPs), personnel training plans, and policies to guide clinical research; works with industry sponsors and governmental funding agencies; and assures compliance with regulatory requirements. 3) Community/population Research Unit: Develops, coordinates, and facilitates research activities and translation between clinical and community/population research stages. To do so, this unit works closely with community partners and Population Health programs on the Oxford and Jackson campuses. DISCUSSION/SIGNIFICANCE OF IMPACT: Since its inception, the CCTS has surpassed 1.5 million dollars in competitive funding. This early success positions the CCTS well to promote research collaboration between UMSOP and UMMC and to progress in becoming a national leader in clinical and translational investigation.
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Ebrahimi, Sedigheh. "White Coat Ceremony: a Medical Student’s Journey from Basic Sciences to Clinical Medicine." Galen Medical Journal 3, no. 2 (February 11, 2014): 127–29. http://dx.doi.org/10.31661/gmj.v3i2.226.

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22

Saffran, M., and R. A. Yeasting. "A first-year, student-managed course to correlate basic sciences with clinical medicine." Academic Medicine 60, no. 10 (October 1985): 793–7. http://dx.doi.org/10.1097/00001888-198510000-00007.

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23

Macchi, G. "Basic sciences and clinical neurology: a firsthand experience." Italian Journal of Neurological Sciences 9, no. 4 (August 1988): 323–28. http://dx.doi.org/10.1007/bf02333994.

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24

Bandiera, Glen, Andree Boucher, Alan Neville, Ayelet Kuper, and Brian Hodges. "Integration and timing of basic and clinical sciences education." Medical Teacher 35, no. 5 (February 27, 2013): 381–87. http://dx.doi.org/10.3109/0142159x.2013.769674.

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25

Spencer, Abby L., Teresa Brosenitsch, Arthur S. Levine, and Steven L. Kanter. "Back to the Basic Sciences: An Innovative Approach to Teaching Senior Medical Students How Best to Integrate Basic Science and Clinical Medicine." Academic Medicine 83, no. 7 (July 2008): 662–69. http://dx.doi.org/10.1097/acm.0b013e318178356b.

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26

Dominguez, Isabel, and Ann C. Zumwalt. "Integrating the basic sciences in medical curricula: focus on the basic scientists." Advances in Physiology Education 44, no. 2 (June 1, 2020): 119–23. http://dx.doi.org/10.1152/advan.00172.2019.

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Basic science educators are not trained as clinicians, yet are expected to adjust their content to mesh appropriately with its clinical application. While achievable, this is a challenge that requires intentional effort on the part of the basic science educators. A practical solution to facilitate curricular integration is to create experiential opportunities for basic scientists to observe the clinical application of their content and to pair these initiatives with training in effective medical education practices.
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Fikar, Charles R., and Scott H. Nguyen. "Internet Resources for Podiatric Medical Students." Journal of the American Podiatric Medical Association 97, no. 6 (November 1, 2007): 486–92. http://dx.doi.org/10.7547/0970486.

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In this article, we present a selection of Internet resources covering subject areas found in standard medical education curricula. Basic sciences and clinical resource sites are explored. We also review Web sites that offer useful materials that can be downloaded to handheld devices such as palmtop computers, smartphones, and portable media players. We judged the sites based on their potential to enhance the learning process, provide practice questions or study guides for examinations, or aid in the preparation of manuscripts. Medical students, residents, educators, and practitioners of podiatric medicine and surgery who require a quick reference source to either the basic science foundations of podiatric medicine or the clinical side of basic medicine, may find this paper useful. (J Am Podiatr Med Assoc 97(6): 486–492, 2007)
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Nguyen-Lefebvre, Anh Thu, Ashwin Ajith, Vera Portik-Dobos, Daniel D. Horuzsko, Laura L. Mulloy, and Anatolij Horuzsko. "Mouse models for studies of HLA-G functions in basic science and pre-clinical research." Human Immunology 77, no. 9 (September 2016): 711–19. http://dx.doi.org/10.1016/j.humimm.2016.02.012.

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FUKUI, Tsuguya, and Mahbubur RAHMAN. "Contribution of Research in Basic and Clinical Sciences in Japan." Internal Medicine 41, no. 8 (2002): 626–28. http://dx.doi.org/10.2169/internalmedicine.41.626.

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30

Fikar, Charles R. "Internet Resources for Podiatric Medical Students." Journal of the American Podiatric Medical Association 95, no. 2 (March 1, 2005): 211–15. http://dx.doi.org/10.7547/0950211.

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This article presents a selection of Internet resources covering most of the subject areas found in standard medical education curricula. Basic-sciences sites are emphasized, but clinical resources are also included. Sites were evaluated on the basis of their potential to enhance the learning process, provide practice questions or study guides for examinations, or aid in the preparation of papers. Podiatric medical students, residents, and practitioners who require a quick reference guide to sources covering the basic-science foundations of podiatric medicine or the clinical side of general medicine may find this article useful. (J Am Podiatr Med Assoc 95(2): 211–215, 2005)
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31

Ramisetty, Sravani, Prakash Kulkarni, Supriyo Bhattacharya, Arin Nam, Sharad S. Singhal, Linlin Guo, Tamara Mirzapoiazova, et al. "A Systems Biology Approach for Addressing Cisplatin Resistance in Non-Small Cell Lung Cancer." Journal of Clinical Medicine 12, no. 2 (January 11, 2023): 599. http://dx.doi.org/10.3390/jcm12020599.

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Translational research in medicine, defined as the transfer of knowledge and discovery from the basic sciences to the clinic, is typically achieved through interactions between members across scientific disciplines to overcome the traditional silos within the community. Thus, translational medicine underscores ‘Team Medicine’, the partnership between basic science researchers and clinicians focused on addressing a specific goal in medicine. Here, we highlight this concept from a City of Hope perspective. Using cisplatin resistance in non-small cell lung cancer (NSCLC) as a paradigm, we describe how basic research scientists, clinical research scientists, and medical oncologists, in true ‘Team Science’ spirit, addressed cisplatin resistance in NSCLC and identified a previously approved compound that is able to alleviate cisplatin resistance in NSCLC. Furthermore, we discuss how a ‘Team Medicine’ approach can help to elucidate the mechanisms of innate and acquired resistance in NSCLC and develop alternative strategies to overcome drug resistance.
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Ganguly, Paul, Ahmed Yaqinuddin, Wael Al-Kattan, Sabri Kemahli, and Khaled AlKattan. "Medical education dilemma: How can we best accommodate basic sciences in a curriculum for 21st century medical students?" Canadian Journal of Physiology and Pharmacology 97, no. 4 (April 2019): 293–96. http://dx.doi.org/10.1139/cjpp-2018-0428.

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Over the years, the medical curriculum has been changed to accommodate a variety of evolving disciplines and an exploding scientific knowledge of the basic sciences to prepare “a competent physician” of the 21st century. Therefore, we must be innovative in our approach of curricular development if we wish to continue to incorporate new basic sciences knowledge in the face of decreasing contact hours to satisfy the buzz word, “integration”. Certainly, the challenges are phenomenal. The question how to best integrate basic sciences, is not easy to answer as the objectives of the courses and outcome vary from one medical school to another and the fact is, one size does not fit all. However, if we believe that basic sciences are the language of medicine and foundation of clinical knowledge, then we must resolve this ongoing dilemma by introducing basic sciences through a better alignment in a given curriculum. The purpose of this review is to evaluate different curricular models for their basic sciences content and address their strengths and weaknesses. In addition, we will introduce a spiral design to integrate basic sciences for senior students. Finally, we will provide some insight as to how learning and retention of basic science content can be sustained.
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Carroll, Mark. "The relevance of basic sciences learning objectives to clinical practice." Medical Education 37, no. 11 (November 2003): 946–47. http://dx.doi.org/10.1046/j.1365-2923.2003.01667.x.

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34

Grant, Augustus O. "Critical Reviews in Basic Electrophysiology: Realizing the Synergy Between the Basic and Clinical Sciences." Journal of Cardiovascular Electrophysiology 17, no. 2 (February 2006): 219. http://dx.doi.org/10.1111/j.1540-8167.2006.00430.x.

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35

Abraham, Reem Rachel, Faith Alele, Ullas Kamath, Annamma Kurien, Kiranmai S. Rai, Indira Bairy, Mohandas K. G. Rao, et al. "Assessment for learning: a needs analysis study using formative assessment to evaluate the need for curriculum reform in basic sciences." Advances in Physiology Education 42, no. 3 (September 1, 2018): 482–86. http://dx.doi.org/10.1152/advan.00093.2018.

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A needs analysis study for curriculum reform in basic sciences was conducted at Melaka Manipal Medical College, India, by means of a formative assessment method, namely Basic Science Retention Examination (BSRE). Students participated in a BSRE, which comprised recall and clinical multiple-choice questions in six discipline areas. They also rated the clinical relevance of each question and provided responses to three open-text questions about the exam. Pass rates were determined; clinical relevance ratings and performance scores were compared between recall type and clinical questions to test students’ level of clinical application of basic science knowledge. Text comments were thematically analyzed to identify recurring themes. Only one-third of students passed the BSRE (32.2%). Students performed better in recall questions compared with clinical questions in anatomy (51.0 vs. 40.2%), pathology (45.1 vs. 38.1%), pharmacology (41.8 vs. 31.7%), and biochemistry (43.5 vs. 26.9%). In physiology, students performed better in clinical questions compared with the recall type (56.2 vs. 45.8%). Students’ response to BSRE was positive. The findings imply that transfer of basic science knowledge was poor, and that assessment methods should emphasize clinical application of basic science knowledge.
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Shankar, P. Ravi. "Conducting correlation seminars in basic sciences at KIST Medical College, Nepal." Journal of Educational Evaluation for Health Professions 8 (October 17, 2011): 10. http://dx.doi.org/10.3352/jeehp.2011.8.10.

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KIST Medical College is a new medical school in Lalitpur, Nepal. In Nepal, six basic science subjects are taught together in an integrated organ system-based manner with early clinical exposure and community medicine. Correlation seminars are conducted at the end of covering each organ system. The topics are decided by the core academic group (consisting of members from each basic science department, the Department of Community Medicine, the academic director, and the clinical and program coordinators) considering the public health importance of the condition and its ability to include learning objectives from a maximum number of subjects. The learning objectives are decided by individual departments and finalized after the meeting of the core group. There are two student coordinators for each seminar and an evaluation group evaluates each seminar and presenter. Correlation seminars help students revise the organ system covered and understand its clinical importance, promote teamwork and organization, and supports active learning. Correlation seminars should be considered as a learning modality by other medical schools.
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Tavares, Luis Fernando Barbosa, Rodrigo Daminello Raimundo, Claudio Leone, Cyntia Souza Carvalho Castanha, Adriana Gonçalves de Oliveira, Blanca Elena Guerrero Daboin, Joseane Elza Tonussi Mendes, and Luiz Carlos de Abreu. "Learning Assessment from a Lecture about Fundamentals on Basic Life Support among Undergraduate Students of Health Sciences." Healthcare 8, no. 4 (October 1, 2020): 379. http://dx.doi.org/10.3390/healthcare8040379.

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Introduction: Cardiac arrest is one of the leading public health problems worldwide and in Brazil. A victim of cardiorespiratory arrest needs prompt basic life support (BLS) to increase survival. Objective: To evaluate the performance of a synthesis lecture on BLS given to university students in Health Sciences. Methods: A total of 422 undergraduate students in Nursing, Physiotherapy, and Medicine participated in this study. Data were collected by applying a pre-test through a BLS questionnaire based on the American Heart Association guidelines. Results: Students obtained a minimum grade of 40% of the pre-test questions. The score increased to 75% in the post-test; the students with the best performance in the pre-test maintained a higher total number of correct answers in the post-test. There was also better performance in those with previous training in BLS. The students from the first year of medical school were the ones who benefited the most from the lecture. Conclusion: Regardless of the grade course, the Health Science students showed a significant improvement in their level of knowledge after attending the synthesis lecture, indicating its adequacy to promote initial learning about BLS.
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ROBERTS, S., J. MENAGE, V. DUANCE, S. WOTTON, and S. AYAD. "1991 Volvo Award in Basic Sciences." Spine 16, no. 9 (September 1991): 1030–38. http://dx.doi.org/10.1097/00007632-199109000-00003.

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39

Baghdady, Mariam T., Heather Carnahan, Ernest W. N. Lam, and Nicole N. Woods. "Integration of Basic Sciences and Clinical Sciences in Oral Radiology Education for Dental Students." Journal of Dental Education 77, no. 6 (June 2013): 757–63. http://dx.doi.org/10.1002/j.0022-0337.2013.77.6.tb05527.x.

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40

Malau-Aduli, Bunmi S., Faith O. Alele, Paula Heggarty, Peta-Ann Teague, Tarun Sen Gupta, and Richard Hays. "Perceived clinical relevance and retention of basic sciences across the medical education continuum." Advances in Physiology Education 43, no. 3 (September 1, 2019): 293–99. http://dx.doi.org/10.1152/advan.00012.2019.

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Medical programs are under pressure to maintain currency with scientific and technical advances, as well as prepare graduates for clinical work and a wide range of postgraduate careers. The value of the basic sciences in primary medical education was assessed by exploring the perceived clinical relevance and test performance trends among medical students, interns, residents, and experienced clinicians. A pilot study conducted in 2014 involved administration of a voluntary 60-item multiple-choice question test to 225 medical students and 4 interns. These participants and 26 teaching clinicians rated the items for clinical relevance. In 2016, a similarly constructed test (main study) was made a mandatory formative assessment, attempted by 563 students in years 2, 4, and 6 and by 120 commencing general practice residents. Test scores, performance trends, clinical relevance ratings, and correlations were assessed using relevant parametric and nonparametric tests. Rank order and pass-fail decisions were also reviewed. The mean test scores were 57% (SD 7.1) and 52% (SD 6.1) for the pilot and main studies, respectively. Highest scores were observed in pathology and social sciences. Overall performance increased with increasing year of study. Test scores were positively correlated with perceived relevance. There were moderate correlations ( r = 0.50–0.63; P < 0.001) between participants’ scores in the basic science and summative exams. Assessments may be key to fostering relevance and integration of the basic sciences. Benchmarking knowledge retention and result comparisons across topics are useful in program evaluation.
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41

Shortliffe, Edward H. "Medical Informatics Training at Stanford University School of Medicine." Yearbook of Medical Informatics 04, no. 01 (August 1995): 105–9. http://dx.doi.org/10.1055/s-0038-1638025.

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Abstract:Stanford University School of Medicine has offered graduate degrees in medical informatics since 1982. Located approximately 50 kilometers south of San Francisco near the city of Palo Alto, the university offers both MS and PhD degrees, combining research training with formal course requirements in clinical information sciences, bioinformatics, computer science, decision science, basic biomedicine, health economics, and social and ethical issues. Requirements are adapted to the varying backgrounds of trainees. Graduates of the program work in a variety of capacities, although the majority have sought careers in academia or in industrial research settings.
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42

Kashima, Haruo. "Movement." Journal of the International Neuropsychological Society 6, no. 5 (July 2000): 636. http://dx.doi.org/10.1017/s1355617700215130.

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This edited book addresses the important topic of child development in the last half of this century. The central focus of the book is the development of skilled motor actions by children, such as maintaining posture, walking, reaching, and grasping. The contents are based on the papers contributed in the first Mac Keith Meeting held at the Royal Society of Medicine in London in 1994. According to the preface to the book, the meeting aimed at making connections between levels of explanation, normal and pathological processes, basic and clinical research, and so on. Therefore, underlying themes are linking neurophysiological and psychological explanations, pre- and postnatal behavior, input and output processes, ballistic and graded movements, stability and variability, and so forth. In fact, the book succeeds in integrating findings from clinical and basic sciences to both normal and pathological motor development.
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43

Quintero, Gustavo A., John Vergel, Martha Arredondo, María-Cristina Ariza, Paula Gómez, and Ana-Maria Pinzon-Barrios. "Integrated Medical Curriculum: Advantages and Disadvantages." Journal of Medical Education and Curricular Development 3 (January 2016): JMECD.S18920. http://dx.doi.org/10.4137/jmecd.s18920.

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Most curricula for medical education have been integrated horizontally and vertically–-vertically between basic and clinical sciences. The Flexnerian curriculum has disappeared to permit integration between basic sciences and clinical sciences, which are taught throughout the curriculum. We have proposed a different form of integration where the horizontal axis represents the defined learning outcomes and the vertical axis represents the teaching of the sciences throughout the courses. We believe that a mere integration of basic and clinical sciences is not enough because it is necessary to emphasize the importance of humanism as well as health population sciences in medicine. It is necessary to integrate basic and clinical sciences, humanism, and health population in the vertical axis, not only in the early years but also throughout the curriculum, presupposing the use of active teaching methods based on problems or cases in small groups.
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44

Bolt, Hermann M., and Joanna D. Stewart. "Toxicology at the interface of basic, applied, and clinical sciences." Archives of Toxicology 83, no. 11 (September 24, 2009): 961–63. http://dx.doi.org/10.1007/s00204-009-0471-6.

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45

Fink, Raymond R. "Aids to anaesthesia. I. Basic sciences." Pain 22, no. 1 (May 1985): 102. http://dx.doi.org/10.1016/0304-3959(85)90156-3.

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46

Seyed Majidi, M., and R. Judi. "Evaluation Attitudes of Clinical Medicine and Basic Sciences Teachers about Peer-Assisted Learning in Babol University of Medical Science." Research in Medical Education 7, no. 1 (April 1, 2015): 13–18. http://dx.doi.org/10.18869/acadpub.rme.7.1.13.

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47

Paudel, Keshab Raj, Hari Prasad Nepal, Binu Shrestha, Raju Panta, and Stephen Toth. "Distribution and academic significance of learning approaches among pre-clinical medical students at Trinity School of Medicine, St Vincent and the Grenadines." Journal of Educational Evaluation for Health Professions 15 (April 6, 2018): 9. http://dx.doi.org/10.3352/jeehp.2018.15.9.

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Purpose: Different students may adopt different learning approaches: namely, deep and surface. This study aimed to characterize the learning strategies of medical students at Trinity School of Medicine and to explore potential correlations between deep learning approach and the students’ academic scores. Methods: The study was a questionnaire-based, cross-sectional, observational study. A total of 169 medical students in the basic science years of training were included in the study after giving informed consent. The Biggs’s Revised Two-Factor Study Process Questionnaire in paper form was distributed to subjects from January to November 2017. For statistical analyses, the Student t-test, 1-way analysis of variance followed by the post-hoc t-test, and the Pearson correlation test were used. The Cronbach alpha was used to test the internal consistency of the questionnaire. Results: Of the 169 subjects, 132 (response rate, 78.1%) completely filled out the questionnaires. The Cronbach alpha value for the items on the questionnaire was 0.8. The score for the deep learning approach was 29.4± 4.6, whereas the score for the surface approach was 24.3± 4.2, which was a significant difference (P< 0.05). A positive correlation was found between the deep learning approach and students’ academic performance (r= 0.197, P< 0.05, df= 130). Conclusion: Medical students in the basic science years at Trinity School of Medicine adopted the deep learning approach more than the surface approach. Likewise, students who were more inclined towards the deep learning approach scored significantly higher on academic tests.
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48

White, RP. "The role of basic sciences in patient care and clinical teaching." Journal of Dental Education 50, no. 8 (August 1986): 468–69. http://dx.doi.org/10.1002/j.0022-0337.1986.50.8.tb02021.x.

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49

Watson, RE, and CH Gibbs. "Integration of the basic and clinical sciences using a PBL format." Journal of Dental Education 62, no. 9 (September 1998): 714–17. http://dx.doi.org/10.1002/j.0022-0337.1998.62.9.tb03237.x.

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50

Fikar, Charles R., and Ronald M. Fikar. "Internet Resources for Podiatric Medical Students." Journal of the American Podiatric Medical Association 91, no. 6 (June 1, 2001): 316–23. http://dx.doi.org/10.7547/87507315-91-6-316.

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This paper presents a selection of Internet resources covering most of the subject areas found in standard medical education curricula. Basic sciences sites are emphasized, but clinical resources are also included. Reported sites were judged based on their potential to enhance the learning process, provide practice questions or study guides for examinations, or aid in the preparation of papers. In addition to podiatric medical students, residents and practitioners who require a quick reference source to either the basic science foundations of podiatric medicine or the clinical side of podiatric practice may find this paper useful. (J Am Podiatr Med Assoc 91(6): 316-323, 2001)
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