Infiltrating the Curriculum: Integrating Medical History with Existing Surgical Pathology Tutorials

• Main Authors: Joshua Teo, Aram Cox, Tiffany Ngu, Huan Doan, Sankar Sinha
• Format: Article
• Language: English
• Published: Association for Medical Education in Europe (AMEE) 2020-03-01
• Series: MedEdPublish
• Subjects: infiltrating medical curriculum; medial history; medical education; peer to peer teaching; history of medicine
• Online Access: https://www.mededpublish.org/Manuscripts/2855

Objective: To assess medical students' perspective on medical history embedded into a pre-existing learning module. Design, Setting, and Participants: This study was performed in 2018 at the University of Tasmania; participants were medical students in year three of the Bachelor of Medicine Bachelor of Surgery course. This was a cross-sectional study which used a mixed-method survey before and after a lecture series to assess medical students' perspectives on history of medicine. Intervention: Historical perspectives were incorporated into existing surgical pathology tutorials. Main outcome measures: Students completed a survey on medical history before and after the lecture series. The survey used both qualitative and quantitative measures to assess students' perception of the utility of medical history and how it was taught in this project. Results: In the initial questionnaire, students indicated they believed medical history would help make them better doctors and enhance their learning of pathology. In the final questionnaire, students agreed that learning medical history was important in becoming a doctor. Students enjoyed the content and found the integration of history and pathology beneficial to learning. Conclusion: This study demonstrates one method by which to increase medial history teaching without major alterations to an existing medical curriculum.