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首页> 美国卫生研究院文献>Journal of Clinical and Translational Science >2494 Selectives: Implementing self-directed collaborative selectives as part of a curriculum for pre-health care professional students
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2494 Selectives: Implementing self-directed collaborative selectives as part of a curriculum for pre-health care professional students

机译：2494选择性课程：实施自我指导的协作选择性课程作为面向医疗保健专业学生的课程的一部分

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摘要

OBJECTIVES/SPECIFIC AIMS: To provide students an opportunity to select health care-oriented course work that reflects both their interests and the increasingly diverse spectrum of health professions education and health care careers. To increase the opportunity for students to enter professional schools and health care professions with enhanced engagement and experience. METHODS/STUDY POPULATION: The 4-credit elective (Selective) curriculum is a component of the 38 credit Duke School of Medicine Master of Science in Biomedical Sciences (MBS) program which is completed over 10.5 months. Students work closely with their advisors to choose activities that reflect their interests. Selectives are offered by an array of schools, institutes, and programs within Duke University, including: the School of Medicine, School of Law, Global Health Institute, Bioethics and Science Policy Master Program, Clinical Research Training Program, Center for Documentary Studies, and Medical Informatics. Students may also pursue directed studies in areas such as health policy, or an inter-professional trip to Honduras. In addition to the course-based Selectives, three research practicum options are offered: Community Engagement, Clinical Research (Duke Office of Clinical Research), and a self-selected mentored research experience. Finally, the MBS program offers 2 in-house specific Selectives: Fundamentals of Learning: Theory and Practice, and Planning for Health Professions Education. RESULTS/ANTICIPATED RESULTS: The MBS program accepted its first cohort of students in June 2015. Two cohorts have graduated and the third has begun (n=30, 2016; n=42, 2017; n=43 enrolled, 2018). Our students come from diverse background with a third from populations historically underrepresented in STEM due to race/ethnicity, and another third underrepresented due to other factors such as low socioeconomic status, first generation to college, LGBQT, and those from rural and immigrant communities. Thus far, Selective distribution has been: Clinical research practicum (7, 2016; 14, 2017; 9, 2018); Mentored research practicum (2, 2016; 1, 2017); Community engagement practicum (7, 2016; 4, 2017; 5, 2018); Planning for health professions educations (14, 2016; 32, 2017; 33, 2018), Fundamentals of learning: Theory and Practice (7, 2016; 17, 2017; 18, 2018); documentary film (1, 2016); inter-professional trip to Honduras (2, 2016, 2, 2017). Since the implementation of the curriculum, at least 53 of 70 students who have applied (76%) were admitted to health professions or other graduate schools despite having lower initial MCAT and undergraduate GPAs in aggregate than the average of students who matriculate to allopathic medical school programs: 41 to medical schools, 3 to dental school, 2 each to osteopathic and physician assistant schools and 1 each to physical therapy, business school and law school. Eighteen of the 2016 graduates, and 21 of the 2017 graduates work in research for their gap year following graduation, the majority being employed in our institution’s research programs providing a pipeline of trained research assistants and coordinators. DISCUSSION/SIGNIFICANCE OF IMPACT: Lessons learned by implementing our curriculum include the following: (1) students are eager to explore different areas of health care; (2) collaboration across schools, centers, departments, institutes, and offices increases our ability to identify common areas of interest; (3) implementing a diverse curriculum can be challenging due to the need for significant organization and planning; (4) the diversity of courses can be a source of confusion when there is a lack of standardization in learner expectations; (5) continued collaboration across, schools, centers, institutes programs, health professions and sections requires a significant amount of time and expertise. However, our programs demonstrate significant positive impacts both on students and at the institutional level. Our program shows that a diverse curriculum leads to a high number of students engaged in pursuing and successfully continuing a health profession education. Institutional benefits include a robust pipeline for a diverse research workforce.
机译：目标/特定目的：为学生提供机会，以他们为导向，选择能反映他们的兴趣以及日益多样化的卫生专业教育和卫生保健职业的卫生保健课程。增加学生进入专业学校和医疗保健行业的机会，提高他们的参与度和经验。方法/研究人群：4学分的选修（选择性）课程是38学分的杜克大学医学院生物医学科学硕士（MBS）计划的组成部分，该计划在10.5个月内完成。学生与导师紧密合作，选择能够反映自己兴趣的活动。杜克大学内的一系列学校，研究所和课程都提供选择课程，包括：医学院，法学院，全球卫生学院，生物伦理学和科学政策硕士课程，临床研究培训课程，文献研究中心以及医学信息学。学生还可以在健康政策或跨行业的洪都拉斯旅行等领域进行定向研究。除了基于课程的选修课外，还提供了三种研究实践选择：社区参与，临床研究（临床研究杜克办公室）和自我选择的指导研究经验。最后，MBS计划提供2种内部特定的选择：学习基础：理论和实践，以及卫生职业教育的计划。结果/预期结果：MBS计划于2015年6月接受了其第一批学生。两名已经毕业，第三批已开始（n = 30，2016； n = 42，2017； n = 43，2018年入学）。我们的学生来自不同的背景，三分之一来自种族/族裔的历史上在STEM中的代表性不足，另一三分之一来自其他因素，例如低的社会经济地位，第一代上大学，LGBQT以及来自农村和移民社区的人群。到目前为止，选择性分布为：临床研究实践（7，2016; 14，2017; 9，2018）;指导研究实习（2，2016; 1，2017）;社区参与实践（7，2016; 4，2017; 5，2018）;卫生职业教育计划（2016年14月; 2017年32日; 2018年33日），学习基础：理论与实践（2016年7月; 2017年17日; 2018年18日）;纪录片（1，2016）;洪都拉斯专业人士间之旅（2，2016，2，2017）。自课程实施以来，尽管最初的MCAT和本科GPA总数低于转读同种疗法医学院的学生的平均水平，但已申请健康专业或其他研究生的70名学生中，至少有53名（76％）被录取课程：医学院41所，牙科学校3所，整骨和医师助理学校2所，物理治疗，商学院和法学院各1所。 2016年毕业生中有18名，2017年毕业生中有21名在毕业后的差距年度从事研究工作，其中大多数受雇于我们机构的研究计划，提供了训练有素的研究助手和协调员。讨论/意义：实施我们的课程所吸取的教训包括：（1）学生渴望探索医疗保健的不同领域； （2）学校，中心，部门，研究所和办公室之间的合作提高了我们识别共同感兴趣领域的能力； （3）由于需要大量的组织和计划，实施多样化的课程可能具有挑战性； （4）当学习者的期望缺乏标准化时，课程的多样性可能会引起混乱； （5）各个学校，中心，研究所计划，卫生专业和部门之间的持续合作需要大量的时间和专业知识。但是，我们的计划显示出对学生和机构层面的重大积极影响。我们的计划显示，多样化的课程导致大量学生追求并成功地继续健康专业教育。机构收益包括为多样化的研究人员提供强大的渠道。

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