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Cover page of the Journal of Health Sciences


 
 Table of Contents  
SHORT COMMUNICATION
Year : 2020  |  Volume : 13  |  Issue : 3  |  Page : 262-263

Scope of organ system-based curriculum in the delivery of medical education: A critique


1 Member of the Medical Education Unit and Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India

Date of Submission29-Apr-2020
Date of Acceptance19-May-2020
Date of Web Publication05-Oct-2020

Correspondence Address:
Dr. Saurabh RamBihariLal Shrivastava
Professor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV) – Deemed to be University, Tiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpet District- 603108, Tamil Nadu
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/kleuhsj.kleuhsj_117_20

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  Abstract 

The role of basic science subjects in the making of a competent medical graduate and a health care professional is crucial and thus multiple number of approaches have been tried to merge basic science with clinical medicine. The organ-system based medical curriculum is a type of integrated teaching, which has been advocated and adopted across different medical curriculum and has delivered promising results, especially with regard to increasing the depth of medical knowledge and a comprehensive understanding of each of the organ systems. Even though, this form of curriculum has been adopted by different medical schools, we have to acknowledge that for getting the intended outcomes, loads of investment in terms of time and efforts are required for the successful planning, organization and implementation. In conclusion, the adoption of an organ system-based medical curriculum is an effective and a sound approach to curriculum delivery as it addresses the limitations of the traditional curriculum and also strengthen the relevance of basic and clinical medicine in the minds of the medical students.

Keywords: Integrated teaching, medical education, organ system-based curriculum


How to cite this article:
Shrivastava SR, Shrivastava PS. Scope of organ system-based curriculum in the delivery of medical education: A critique. Indian J Health Sci Biomed Res 2020;13:262-3

How to cite this URL:
Shrivastava SR, Shrivastava PS. Scope of organ system-based curriculum in the delivery of medical education: A critique. Indian J Health Sci Biomed Res [serial online] 2020 [cited 2020 Dec 2];13:262-3. Available from: https://www.ijournalhs.org/text.asp?2020/13/3/262/297184


  Introduction Top


The role of basic science subjects in the making of a competent medical graduate and a health care professional is crucial and thus multiple number of approaches have been tried to merge basic science with clinical medicine.[1] In other words, integrated teaching has been looked upon as the strategy to establish connections between subjects which are taught in different phases of the medical undergraduation course to eventually enhance the application of theoretical medical knowledge into clinical practice. Moreover, it is important to note that integrated teaching has been envisaged also because the conventional medical curriculum has been criticized by different stakeholders, especially with regard to the delivery of curriculum and lack of clarity about the plan to produce a competent graduate throughout the course duration.[1]

Organ-system based curriculum

The organ system-based medical curriculum is a type of integrated teaching, which has been advocated and adopted across different medical curriculum and has delivered promising results, especially with regard to increasing the depth of medical knowledge and a comprehensive understanding of each of the organ systems (viz., structural details, functional aspects, the mechanism of interaction with other organs/systems, and the impact of a drug on its functioning).[2],[3] The adoption of such curriculum is a student-centered approach, aids in active learning, improves understanding of the organ in continuum (such as normal state, pathogenic state, investigations required to detect abnormality, and treatment of each organ system), and reduces the chances of duplication across various disciplines.[3],[4] All these factors eventually aid in enhancing the problem-solving skills, recall ability, development of a self-directed learner, reinforces clinical thinking, and eventually removes the boundary between basic sciences and clinical medicine.[2],[3],[4]

Implementing an organ system-based curriculum

The implementation of an organ system-based curriculum is an opportunity for infrastructure development, organization of faculty development programs, skill development of faculty members, better coordination between different departments, and lays down the foundations for ensuring an improved and better delivery of health care in the future.[3],[4] From the students' perspective, it is an opportunity to develop creative thinking, correlative learning, being exposed to different teaching– learning methods, and meaningful and comprehensive learning. Even though this form of curriculum has been adopted by different medical schools, we have to acknowledge that for getting the intended outcomes, loads of investment in terms of time and efforts are required for the successful planning, organization and implementation.[2],[3],[5]

In Shri Sathya Sai Medical College and Research Institute, a constituent unit of Sri Balaji Vidyapeeth, Puducherry, owing to the vision of the management and administrators, we have adopted the approach of organ system-based curriculum for 3 years now. The adoption of the same has aided the teachers to deliver the content in a more integrated manner and from the students' perspective, they are immensely benefited due to meaningful learning and something with which they can relate as a whole in their professional career.

Challenges and Potential solutions

From the faculty perspective, the challenges can range from being reluctant to accept additional work of curriculum planning, not-trained to plan and implement, and not being able to retain the trained faculty within the college.[4] From the students' perspective, it is important to note that there are not many textbooks available which are in alignment with the organ-based curriculum and thus they can also be skeptical about the new teaching approach. In addition, lack of clarity about the teaching–learning methods to be adopted and the challenges linked with slow learners cannot be ignored.[4],[5] Further, the issues pertaining to the continuous support from administrators, logistics and financial support, finishing the entire curriculum within the specified time limit, and ensuring optimal temporal alignment between topics need to be carefully managed to avoid confusion. All these challenges can be effectively tackled by support from administration, periodic sensitization of the faculty members, better teamwork, and informing the students about the scope and merits linked to organ system-based curriculum.[2],[3],[4],[5]


  Conclusion Top


In conclusion, the adoption of an organ system-based medical curriculum is an effective and a sound approach to curriculum delivery as it addresses the limitations of the traditional curriculum and also strengthens the relevance of basic and clinical medicine in the minds of the medical students.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.

 
  References Top

1.
Shrivastava SR, Shrivastava PS. Integrated teaching in medical education in India: Scope, current status and opportunities. Res Dev Med Educ 2019;8:1-2.  Back to cited text no. 1
    
2.
El-Naggar MM, Ageely H, Salih MA, Dawoud H, Milaat WA. Developing an integrated organ/system curriculum with community-orientation for a new medical college in Jazan, Saudi Arabia. J Family Community Med 2007;14:127-36.  Back to cited text no. 2
    
3.
Wilson FC, Esther RJ. Development and use of a second-year musculoskeletal organ-system curriculum: A forty-year experience. J Bone Joint Surg Am 2010;92:e14.  Back to cited text no. 3
    
4.
Gharravi AM. Impact of instructor-provided notes on the learning and exam performance of medical students in an organ system-based medical curriculum. Adv Med Educ Pract 2018;9:665-72.  Back to cited text no. 4
    
5.
Brooks WS, Woodley KT, Jackson JR, Hoesley CJ. Integration of gross anatomy in an organ system-based medical curriculum: Strategies and challenges. Anat Sci Educ 2015;8:266-74.  Back to cited text no. 5
    




 

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