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Khan, M. S., & Poyil, M. M. (2023). A Review of Medical Microbiology Curriculum Integration in the Integrated Modular System of Education At Medical Schools in Saudi Arabia. Sudan Journal of Medical Sciences (SJMS), 18(2), 231–241. https://doi.org/10.18502/sjms.v18i2.13606
https://doi.org/10.18502/sjms.v18i2.13606
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Mohammed Sarosh Khan
Mohammed Sarosh Khan
Department of Basic Medical Science, College of Medicine, Prince Sattam bin Abdulaziz University, Al-Kharj, KSA
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Muhammad Musthafa Poyil
Muhammad Musthafa Poyil
Department of Basic Medical Science, College of Medicine, Prince Sattam bin Abdulaziz University, Al-Kharj, KSA
Published Date
- Jun 30, 2023
A Review of Medical Microbiology Curriculum Integration in the Integrated Modular System of Education At Medical Schools in Saudi Arabia
Abstract
Medical or clinical microbiology has its importance in the curriculum of undergraduate degree programs of all medical colleges of the Kingdom of Saudi Arabia. This review describes the preclinical medical microbiology teaching at Prince Sattam bin Abdulaziz University as a hybrid module, it is integrated into blocks or system-based courses. Various teaching and practical approaches were discussed and elaborated. Several challenges and potential suggestions were also emphasized for innovation in an integrated system of teaching.
Keywords:
curriculum medical microbiology, integration, teaching
References
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[2] Smith, B. R., Kamoun, M., & Hickner, J. (2016). Laboratory medicine education at U.S. medical schools: A 2014 status report. Academic Medicine, 91(1), 107– 112. https://doi.org/10.1097/ACM.0000000000000817
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[17] Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2012). Using spacing to enhance diverse forms of learning. Educational Psychology Review, 24, 369–378. https://doi.org/10.1007/s10648-012-9205-z
[18] Melber, D. J., Teherani, A., & Schwartz, B. S. (2016). A Comprehensive survey of preclinical microbiology curricula among US medical schools. Clinical Infectious Diseases, 63(2), 164–168. https://doi.org/10.1093/cid/ciw262
[19] Burton, J. L. (2005). Teaching pathology to medical undergraduates. Current Diagnostic Pathology, 11, 308–316. https://doi.org/10.1016/j.cdip.2005.05.009
[20] Sad, S. N. (2012). An attitude scale for smart board use in education: Validity and reliability studies. Computers & Education, 58, 900– 907. https://doi.org/10.1016/j.compedu.2011.10.017
[21] Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45. https://doi.org/10.1016/j.tate.2017.05.016
[22] Gursul, F., & Tozmaz, G. B. (2010). Which one is smarter? Teacher or board. Procedia: Social and Behavioral Sciences, 2, 5731– 5737. https://doi.org/10.1016/j.sbspro.2010.03.936
[23] McCarthy, D., O’Gorman, C., & Gormley, G. J. (2013). Developing virtual patients for medical microbiology education. Trends in Microbiology, 21, 613– 615. https://doi.org/10.1016/j.tim.2013.10.002
[24] Smith, S. R. (1998). Effect of undergraduate college major on performance in medical school. Academic Medicine, 73(9), 1006–1008. https://doi.org/10.1097/00001888- 199809000-00023
[25] Schwartz, B. S., Armstrong, W. S., Ohl, C. A., & Luther, V. P. (2015). Create allies, IDSA stewardship commitments should prioritize health professions learners. Clinical Infectious Diseases, 61, 1626–1627. https://doi.org/10.1093/cid/civ640
[26] Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
[27] Love, J. N., & Ander, D. S. (2015). Growing a speciality-specific community of practice in education scholarship. The Western Journal of Emergency Medicine, 16, 799– 800. https://doi.org/10.5811/westjem.2015.9.28644
[28] Atta, I. S., El-Hag, M. A., Ihab Shafek, S., Alghamdi, H. S., & Alghamdi, T. H. (2020). Drawbacks in the implementation of an integrated medical curriculum at medical schools and their potential solutions. Education in Medicine Journal, 12(1), 29– 42. https://doi.org/10.21315/eimj2020.12.1.4
[2] Smith, B. R., Kamoun, M., & Hickner, J. (2016). Laboratory medicine education at U.S. medical schools: A 2014 status report. Academic Medicine, 91(1), 107– 112. https://doi.org/10.1097/ACM.0000000000000817
[3] Levant, S., Chari, K., & DeFrances, C. J. (2015). Hospitalizations for patients aged 85 and over in the United States, 2000–2010. National Center for Health Statistics.
[4] Magill, S. S., Edwards, J. R., Bamberg, W., Beldavs, Z. G., Dumyati, G., Kainer, M. A., Lynfield, R., Maloney, M., McAllister-Hollod, L., Nadle, J., Ray, S. M., Thompson, D. L., Wilson, L. E., Fridkin, S. K., & the Emerging Infections Program Healthcare-Associated Infections and Antimicrobial Use Prevalence Survey Team. (2014). Multistate pointprevalence survey of health care-associated infections. The New England Journal of Medicine, 370, 1198–1208. https://doi.org/10.1056/NEJMoa1306801
[5] Centers for Disease Control and Prevention. (2011). National hospital ambulatory medical care survey: 2011 emergency department summary tables. http://www.cdc.gov/nchs/data/ahcd/nhamcs_emergency/2011_ed_web_tables.pdf
[6] US Department of Health and Human Services. (2013). Antibiotic resistance threats in the United States. http://www.cdc.gov/drugresistance/pdf/ar-threats-2013-508.pdf
[7] Fischer, M., Staples, J. E., & the Arboviral Diseases Branch, National Center for Emerging and Zoonotic Infectious Diseases, CDC. (2014). Notes from the field: Chikungunya virus spreads in the Americas – Caribbean and South America, 2013– 2014. MMWR. Morbidity and Mortality Weekly Report, 63, 500–501.
[8] Parham, M., Edison, L., Soetebier, K., Feldpausch, A., Kunkes, A., Smith, W., Guffey, T., Fetherolf, R., Sanlis, K., Gabel, J., Cowell, A., Drenzek, C., & the Centers for Disease Control and Prevention (CDC). (2015). Ebola active monitoring system for travelers returning from West Africa—Georgia, 2014–2015. MMWR. Morbidity and Mortality Weekly Report, 64, 347–350.
[9] Alirol, E., Getaz, L., Stoll, B., Chappuis, F., & Loutan, L. (2011). Urbanisation and infectious diseases in a globalised world. The Lancet Infectious Diseases, 11, 131– 141. https://doi.org/10.1016/S1473-3099(10)70223-1
[10] Clark, A. E., Kaleta, E. J., Arora, A., & Wolk, D. M. (2013). Matrix-assisted laser desorption ionization-time of flight mass spectrometry: A fundamental shift in the routine practice of clinical microbiology. Clinical Microbiology Reviews, 26, 547– 603. https://doi.org/10.1128/CMR.00072-12
[11] Prober, C. G., & Khan, S. (2013). Medical education reimagined: A call to action. Academic Medicine, 88, 1407–1410. https://doi.org/10.1097/ACM.0b013e3182a368bd
[12] Street, S. E., Gilliland, K. O., McNeil, C., & Royal, K. (2015). The flipped classroom improved medical student performance and satisfaction in a pre-clinical physiology course. Medical Science Educator, 25, 35–43. https://doi.org/10.1007/s40670-014- 0092-4
[13] Murad, M. H., Coto-Yglesias, F., Varkey, P., Prokop, L. J., & Murad, A. L. (2010). The effectiveness of self-directed learning in health professions education: A systematic review. Medical Education, 44, 1057–1068. https://doi.org/10.1111/j.1365- 2923.2010.03750.x
[14] Brauer, D. G., & Ferguson, K. J. (2015). The integrated curriculum in medical education: AMEE Guide No. 96. Medical Teacher, 37, 312– 322. https://doi.org/10.3109/0142159X.2014.970998
[15] Van der Veken, J., Valcke, M., De Maeseneer, J., Schuwirth, L., & Derese, A. (2009). Impact on knowledge acquisition of the transition from a conventional to an integrated contextual medical curriculum. Medical Education, 43, 704– 713. https://doi.org/10.1111/j.1365-2923.2009.03397.x
[16] Muller, J. H., Jain, S., Loeser, H., & Irby, D. M. (2008). Lessons learned about integrating a medical school curriculum: Perceptions of students, faculty and curriculum leaders. Medical Education, 42, 778–785. https://doi.org/10.1111/j.1365- 2923.2008.03110.x
[17] Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2012). Using spacing to enhance diverse forms of learning. Educational Psychology Review, 24, 369–378. https://doi.org/10.1007/s10648-012-9205-z
[18] Melber, D. J., Teherani, A., & Schwartz, B. S. (2016). A Comprehensive survey of preclinical microbiology curricula among US medical schools. Clinical Infectious Diseases, 63(2), 164–168. https://doi.org/10.1093/cid/ciw262
[19] Burton, J. L. (2005). Teaching pathology to medical undergraduates. Current Diagnostic Pathology, 11, 308–316. https://doi.org/10.1016/j.cdip.2005.05.009
[20] Sad, S. N. (2012). An attitude scale for smart board use in education: Validity and reliability studies. Computers & Education, 58, 900– 907. https://doi.org/10.1016/j.compedu.2011.10.017
[21] Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45. https://doi.org/10.1016/j.tate.2017.05.016
[22] Gursul, F., & Tozmaz, G. B. (2010). Which one is smarter? Teacher or board. Procedia: Social and Behavioral Sciences, 2, 5731– 5737. https://doi.org/10.1016/j.sbspro.2010.03.936
[23] McCarthy, D., O’Gorman, C., & Gormley, G. J. (2013). Developing virtual patients for medical microbiology education. Trends in Microbiology, 21, 613– 615. https://doi.org/10.1016/j.tim.2013.10.002
[24] Smith, S. R. (1998). Effect of undergraduate college major on performance in medical school. Academic Medicine, 73(9), 1006–1008. https://doi.org/10.1097/00001888- 199809000-00023
[25] Schwartz, B. S., Armstrong, W. S., Ohl, C. A., & Luther, V. P. (2015). Create allies, IDSA stewardship commitments should prioritize health professions learners. Clinical Infectious Diseases, 61, 1626–1627. https://doi.org/10.1093/cid/civ640
[26] Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
[27] Love, J. N., & Ander, D. S. (2015). Growing a speciality-specific community of practice in education scholarship. The Western Journal of Emergency Medicine, 16, 799– 800. https://doi.org/10.5811/westjem.2015.9.28644
[28] Atta, I. S., El-Hag, M. A., Ihab Shafek, S., Alghamdi, H. S., & Alghamdi, T. H. (2020). Drawbacks in the implementation of an integrated medical curriculum at medical schools and their potential solutions. Education in Medicine Journal, 12(1), 29– 42. https://doi.org/10.21315/eimj2020.12.1.4