JMC Advanced Neuroanatomy 403: A Venue for Interprofessional Student Teaching and Learning
Start Date
5-19-2012 1:00 PM
End Date
5-19-2012 1:15 PM
Description
Purpose: The aim of the JMC Advanced Basic Science Elective “Advanced Neuroanatomy 403” course is to engage the fourth year medical student (MSIV) in the research and exploration of a self-selected topic related to neuroanatomy while he or she also reviews the basic neuroanatomy curriculum through laboratory-based teaching of first-year occupational therapy (OT) and physical therapy (PT) students.
Background: The current LCME requirements for MSIVs include a return to the basic sciences before graduation from medical school. AtJefferson, one of the ways this is achieved is by returning MSIVs to the neuroanatomy lab to study and teach basic Neuroanatomy to first year OT and PT students. The capstone of this course for the MSIV is a research paper detailing a self-selected topic of interest that is neuroanatomy-related. One student chose to draw upon her background in classical music training, her interest in Beethoven’s life and compositional style, and research literature surrounding the neuro-anatomical cause for Beethoven’s hearing loss.
Results: The student’s research of cochlear anatomy, Beethoven’s social, family and medical histories, and the differential diagnoses for sensorineural hearing loss culminated in the research paper entitled Never Can the Praise Be Too Loudly Sounded.
Conclusion: The LCME requirement for basic science education in the medical school curriculum is an opportunity for interprofessional studies across medical and humanities disciplines.
Relevance to Interprofessional Education: The Neuroanatomy 403 course was led by faculty in Jefferson’sMedicalCollege andSchool ofHealth Professions’ Department of Occupational Therapy. Students in Jefferson School of Health Professions (PT and OT training programs) andJeffersonMedicalCollege participated. The MSIV reviewed basic neuroanatomy, assisted OT and PT students with their laboratory studies, and applied her undergraduate music degree to the study of Beethoven’s composition, life, and illnesses.
Learning Objectives:
1. Medical, occupational therapy, and physical therapy students will together engage in the learning or re-learning of clinically relevant neuroanatomy.
2. The fourth year medical student will be given opportunity to draw upon his or her knowledge of the humanities while applying findings from medical and scientific research to his or her chosen area of neurological study.
3. As an increasing number of “non-traditional” applicants from arts and humanities backgrounds enter medical school and the practice of medicine, more can be done to draw upon the life experiences and variety of interests these students have to offer.
JMC Advanced Neuroanatomy 403: A Venue for Interprofessional Student Teaching and Learning
Purpose: The aim of the JMC Advanced Basic Science Elective “Advanced Neuroanatomy 403” course is to engage the fourth year medical student (MSIV) in the research and exploration of a self-selected topic related to neuroanatomy while he or she also reviews the basic neuroanatomy curriculum through laboratory-based teaching of first-year occupational therapy (OT) and physical therapy (PT) students.
Background: The current LCME requirements for MSIVs include a return to the basic sciences before graduation from medical school. AtJefferson, one of the ways this is achieved is by returning MSIVs to the neuroanatomy lab to study and teach basic Neuroanatomy to first year OT and PT students. The capstone of this course for the MSIV is a research paper detailing a self-selected topic of interest that is neuroanatomy-related. One student chose to draw upon her background in classical music training, her interest in Beethoven’s life and compositional style, and research literature surrounding the neuro-anatomical cause for Beethoven’s hearing loss.
Results: The student’s research of cochlear anatomy, Beethoven’s social, family and medical histories, and the differential diagnoses for sensorineural hearing loss culminated in the research paper entitled Never Can the Praise Be Too Loudly Sounded.
Conclusion: The LCME requirement for basic science education in the medical school curriculum is an opportunity for interprofessional studies across medical and humanities disciplines.
Relevance to Interprofessional Education: The Neuroanatomy 403 course was led by faculty in Jefferson’sMedicalCollege andSchool ofHealth Professions’ Department of Occupational Therapy. Students in Jefferson School of Health Professions (PT and OT training programs) andJeffersonMedicalCollege participated. The MSIV reviewed basic neuroanatomy, assisted OT and PT students with their laboratory studies, and applied her undergraduate music degree to the study of Beethoven’s composition, life, and illnesses.
Learning Objectives:
1. Medical, occupational therapy, and physical therapy students will together engage in the learning or re-learning of clinically relevant neuroanatomy.
2. The fourth year medical student will be given opportunity to draw upon his or her knowledge of the humanities while applying findings from medical and scientific research to his or her chosen area of neurological study.
3. As an increasing number of “non-traditional” applicants from arts and humanities backgrounds enter medical school and the practice of medicine, more can be done to draw upon the life experiences and variety of interests these students have to offer.
