| Popis: |
Integration across disciplines is an important component of a problem-based curriculum. However, clinical problems are often complex and require a high level of integration, not only across basic sciences and clinical disciplines, but also across different organ systems. The Geneva PBL curriculum is divided into four modules, each module being further divided in 3 to 4 units, corresponding to fundamental individual organ systems or body functions. A Synthesis Unit is designed at the end of each module to allow an integration across organ systems. For illustration purposes, the second module, situated in the first preclinical PBL-year, is described. It consists of 3 units: Circulation, Excretion & Homeostasis and Respiration. The Integration Unit at the end of this module contains 4 problems, which combine key concepts from the individual units. For example, development of right heart failure with peripheral edema in a patient with respiratory failure due to chronic obstructive pulmonary disease entices the student to study the interplay of the cardiovascular and renal systems in the pathogenesis of sodium retention, and the interaction between the renal and respiratory system in acid-base balance. Despite the high cognitive level of this task, and the requirement that the basic concepts in each organ system be mastered beforehand, preliminary experience is encouraging, with positive feedback from both tutors and students. Whether such a precocious transsystemic integration process is effective in favouring elaboration of knowledge in a preclinical curriculum remains to be demonstrated. |
