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Medical Students Viewpoint Regarding the Integrated Module of Basal Ganglia

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Author(s)
Farhad Hatami
Azim Mirzazadeh
Mohammad Arbabi
Maziar Seyedian
Maryam Zahmatkesh
Shahram Ejtemaei Mehr
Gholamreza Hassanzadeh
Keywords
Curriculum Planning
Integrated Course
Education
Basal Ganglia
Medicine (General)
R5-920
Medicine
R
DOAJ:Medicine (General)
DOAJ:Health Sciences
Medicine (General)
R5-920
Medicine
R
DOAJ:Medicine (General)
DOAJ:Health Sciences
Medicine (General)
R5-920
Medicine
R
Medicine (General)
R5-920
Medicine
R
Medicine (General)
R5-920
Medicine
R
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URI
http://hdl.handle.net/20.500.12424/820108
Online Access
https://doaj.org/article/6d7db30a2f8a46bca0846a740f3b0059
Abstract
Integration is an important educational strategy in medical education. Considering this idea, the goal of the present study was to design and implementation of longitudinal and vertical integrated education of anatomy, physiology, pharmacology, neurology and neuropsychiatry subjects of brain's basal ganglia by a multidisciplinary team. Kern's approach to curriculum development was used. Participants were 20 medical students at basic science level who contribute in a 10 stations of pre-test exam at Medical School's Skill Lab. After the implementation of the module by a multidisciplinary team, post-test were done. A structured questionnaire was designed to assess student opinions about adequacy, usefulness of the module using a Likert scale with 5 categories ranging from "completely agreement" to "completely disagreement". The result of pre and post-test were also compared. Twenty questionnaires were completed, giving a 77.63% satisfaction rate. Seventy-five percent of students found it useful and appropriate at basic science level. About fifty percent of students suggested the implementation of this module for other medical students. The score of post-test was significantly (14.52±0.47 vs 6.32±0.62, P<0.05) higher than pre-test results. The viewpoints of medical students were positive and they value the module highly. Since it is not easy to change the style we teach, these results suggest necessitate of supporting the faculty member's participation in these modules.
Date
2011-11-01
Type
Article
Identifier
oai:doaj.org/article:6d7db30a2f8a46bca0846a740f3b0059
0044-6025
0173-5969
https://doaj.org/article/6d7db30a2f8a46bca0846a740f3b0059
Copyright/License
CC BY-NC
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