A challenge-based interdisciplinary undergraduate concept fostering translational medicine.

Autor: Valentijn FA; Department of Pathology, University Medical Centre Utrecht, Utrecht, The Netherlands., Schakelaar MY; Department of Pathology, University Medical Centre Utrecht, Utrecht, The Netherlands., Hegeman MA; Educational Consultancy and Professional Development, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, The Netherlands., Schot WD; Educational Consultancy and Professional Development, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, The Netherlands., Dictus WJAG; Center for Education, University Medical Center Utrecht, Utrecht, The Netherlands., Crnko S; Department of Pathology, University Medical Centre Utrecht, Utrecht, The Netherlands., Ten Broeke T; Department of Pathology, University Medical Centre Utrecht, Utrecht, The Netherlands., Bovenschen N; Department of Pathology, University Medical Centre Utrecht, Utrecht, The Netherlands.; Center for Education, University Medical Center Utrecht, Utrecht, The Netherlands.; Center of Translational Immunology, University Medical Center Utrecht, Utrecht, The Netherlands.
Jazyk: angličtina
Zdroj: Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology [Biochem Mol Biol Educ] 2024 Mar-Apr; Vol. 52 (2), pp. 198-209. Date of Electronic Publication: 2023 Nov 27.
DOI: 10.1002/bmb.21804
Abstrakt: Translational medicine (TM) is an interdisciplinary branch of biomedicine that bridges the gap from bench-to-bedside to improve global health. Fundamental TM skills include interdisciplinary collaboration, communication, critical thinking, and creative problem-solving (4Cs). TM is currently limited in undergraduate biomedical education programs, with little patient contact and opportunities for collaboration between different disciplines. In this study, we developed and evaluated a novel interdisciplinary challenge-based educational concept, grounded in the theoretical framework of experimental research-based education, to implement TM in undergraduate biomedicine and medicine programs. Students were introduced to an authentic clinical problem through an interdisciplinary session with patients, medical doctors, and scientists. Next, students collaborated in groups to design unique laboratory-based research proposals addressing this problem. Stakeholders subsequently rewarded the best proposal with funding to be executed in a consecutive interdisciplinary laboratory course, in which mixed teams of biomedicine and medicine students performed the research in a fully equipped wet laboratory. Written questionnaires and focus groups revealed that students developed 4C skills and acquired a 4C mindset. Working on an authentic patient case and the interdisciplinary setting positively contributed to communication, collaboration, critical thinking, and creative problem-solving skills. Furthermore, students were intrinsically motivated by (i) the relevance of their work that made them feel taken seriously and competent, (ii) the patient involvement that highlighted the societal relevance of their work, and (iii) the acquisition of a realistic view of what doing science in a biomedical research laboratory is. In conclusion, we showcase a widely applicable interdisciplinary challenge-based undergraduate concept fostering TM.
(© 2023 The Authors. Biochemistry and Molecular Biology Education published by Wiley Periodicals LLC on behalf of International Union of Biochemistry and Molecular Biology.)
Databáze: MEDLINE
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