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Integration of Basic and Clinical Sciences: Student Perceptions
Journal article   Peer reviewed

Integration of Basic and Clinical Sciences: Student Perceptions

Dharini van der Hoeven, Liang Zhu, Kamal Busaidy, Ryan L. Quock, J. Nathaniel Holland and Ransome van der Hoeven
Medical science educator, Vol.30(1), pp.243-252
03/01/2020
DOI: 10.1007/s40670-019-00884-1
PMCID: PMC8368397
PMID: 34457664
url
https://www.ncbi.nlm.nih.gov/pmc/articles/8368397View
Open Access

Abstract

The integrated curriculum is becoming a popular concept among dental schools. The purpose of this study was to query dental students at the University of Texas Health Science Center at Houston – School of Dentistry (UTSD) to elucidate their level of interest in the integrated curriculum, perception of how much integration is currently occurring, and identify challenges to integration. To address this question, dental students at UTSD were invited to participate in a survey. Participants reported their perspectives on integration of sciences. All survey participants agreed that it is beneficial to integrate clinical and basic sciences and that basic science educators were incorporating clinical relevance in their regular teaching. The third and fourth year classes, classes that had been exposed to general as well as all specialty dentistry clinics, agreed that basic sciences are being incorporated into most clinical teaching. Top two barriers to integration identified by the students were lack of crossover knowledge of faculty, and insufficient time to explore connections between basic sciences and clinical sciences because of the volume of information that needs to be covered. In conclusion, student perception at UTSD is that overall basic and clinical sciences are being integrated throughout the curriculum.
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