Sharona M Atkins, Amber M Sprenger, Gregory J H Colflesh, Timothy L Briner, Jacob B Buchanan, Sydnee E Chavis, Sy-Yu Chen, Gregory L Iannuzzi, Vadim Kashtelyan, Eamon Dowling, J Isaiah Harbison, Donald J Bolger, Michael F Bunting, Michael R Dougherty
Measuring working memory is all fun and games: a four-dimensional spatial game predicts cognitive task performance
Experimental psychology
generally agreed basic clinical sciences integrated throughout undergraduate medical education however still need continued formal integration basic sciences clinical clerkship many medical schools across globe utilizing kerns sixstep model instructional design aimed develop intervention would facilitate cognitive integration basic clinical sciences problem identification targeted needs assessment focused group discussion students faculty objectives devised implementation plan using flipped class approach develop contentfocused learnercentered teaching strategy intervention piloted 2week cardiology clerkship year 5 evaluation content integration student faculty experiences recorded indepth interviews fgds formative mcq test flipped classroom based integrated sessions successfully developed implementation phase met challenges primarily stemmed diverse teaching styles among faculty members hesitance deviate conventional practices variations clinic timings demanding schedules noteworthy observations terms ownership project need faculty development modern studentcentered teaching pedagogies opportunities content improvement scheduling sessions suggestion revisiting fundamental concepts basic sciences brief boot campstyle session onset clerkship role flipped case model clinical cases integrating basic sciences clinical sciences appreciated students standardization teaching practices identified major challenge faculty functional learnercentered framework cognitive integration basic sciences clinical sciences curriculum cardiology rotation developed potential implemented clerkship rotations