Integrating case topics in medical school curriculum to enhance multiple skill learning: using fetal alcohol spectrum disorders as an exemplary case.
OBJECTIVE
This article describes the use of fetal alcohol spectrum disorders (FASDs) as a theme to connect the learning of basic neurosciences with clinical applications across the age span within a systems-based, integrated curricular structure that emphasizes problem-based learning.


METHODS
In collaboration with the Centers for Disease Control and Prevention (CDC) and the National Organization on Fetal Alcohol Syndrome, the Western Regional Training Center for Fetal Alcohol Exposure at UCLA developed and integrated educational materials on FASDs into the curriculum for first-year medical students.


RESULTS
Quantitative and qualitative evaluations suggested materials were effective in enhancing student knowledge and skills related to FASDs, as well as embryology, brain development, substance abuse, developmental psychopathology, and medical ethics.


CONCLUSIONS
The use of a unifying theme integrating basic science and clinical information and skills is effective for medical student training in the prevention and treatment of common medical problems.
Paley
Blair
B
Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine at University of California, Los Angeles, CA 90024, USA. bpaley@mednet.ucla.edu
O'Connor
Mary J
MJ
Baillie
Susan J
SJ
Guiton
Gretchen
G
Stuber
Margaret L
ML
D001291:Attitude of Health Personnel; D002982:Clinical Clerkship; D002983:Clinical Competence; D003479:Curriculum; D003625:Data Collection; D004493:Education; D004501:Education, Medical; D005260:Female; D063647:Fetal Alcohol Spectrum Disorders; D006801:Humans; D007231:Infant, Newborn; D015141:Los Angeles; D009488:Neurosciences / Q000193:education*; D016544:Patient Simulation; D011247:Pregnancy; D018794:Problem-Based Learning; D011570:Psychiatry / Q000193:education*; D012577:Schools, Medical