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. 2023 Aug 11:14:1175662.
doi: 10.3389/fphys.2023.1175662. eCollection 2023.

Integrating physiology into the first two years of a new osteopathic medical school curriculum

Natalie F Slater  1 , Irina Nizamutdinova  1 , Blaine A Jacobs  1 , Robert T Slater 3rd  1 , Jessica M Bradley  1
Affiliations

Integrating physiology into the first two years of a new osteopathic medical school curriculum

Natalie F Slater et al. Front Physiol. .

Abstract

The integrated curriculum is a hot topic in curriculum reform in undergraduate medical education; however, there are varying definitions of the term, and resources guiding the integration of specific disciplines throughout the first 2 years of undergraduate medical education in a learner-centered curriculum are limited. Our first class matriculated into our osteopathic medical school in 2017, and since then we have developed and implemented a learner-centered, integrated curriculum that begins on day one for our learners. This paper will discuss our experience with the development and implementation of the University of the Incarnate Word School of Osteopathic Medicine (UIWSOM) curriculum with specific emphasis on how we incorporate physiology into it.

Keywords: curriculum; education; integration; medical; physiology; undergraduate.

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Conflict of interest statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Figures

FIGURE 1
FIGURE 1
Weekly schedules for the Osteopathic Medical Student (OMS)-I and OMS-II learners in Phase I. Developing Osteopathic Clinical Skills (DOCS); Large Group Sessions (LGS); Small Interactive Group Sessions (SIGS); Structures (STRX) *Facilitators for Stations † Sessions where physiology content is included.
See this image and copyright information in PMC

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