title: Exploring the value and role of integrated supportive science courses in the reformed medical curriculum iMED: a mixed methods study.
abstract: BACKGROUND
  Heterogeneous basic science knowledge of medical students is an important challenge for medical education. In this study, the authors aimed at exploring the value and role of integrated supportive science (ISS) courses as a novel approach to address this challenge and to promote learning basic science concepts in medical education. ISS courses were embedded in a reformed medical curriculum.
  
  
  METHODS
  The authors used a mixed methods approach including four focus groups involving ISS course lecturers and students (two each), and five surveys of one student cohort covering the results of regular student evaluations including the ISS courses across one study year. They conducted their study at the University Medical Center Hamburg-Eppendorf between December 2013 and July 2014.
  
  
  RESULTS
  Fourteen first-year medical students and thirteen ISS course lecturers participated in the focus groups. The authors identified several themes focused on the temporal integration of ISS courses into the medical curriculum, the integration of ISS course contents into core curriculum contents, the value and role of ISS courses, and the courses' setting and atmosphere. The integrated course concept was positively accepted by both groups, with participants suggesting that it promotes retention of basic science knowledge. Values and roles identified by focus group participants included promotion of basic understanding of science concepts, integration of foundational and applied learning, and maximization of students' engagement and motivation. Building close links between ISS course contents and the core curriculum appeared to be crucial. Survey results confirmed qualitative findings regarding students' satisfaction, with some courses still requiring optimization.
  
  
  CONCLUSIONS
  Integration of supportive basic science courses, traditionally rather part of premedical education, into the medical curriculum appears to be a feasible strategy to improve medical students' understanding of basic science concepts and to increase their motivation and engagement.
authors.affiliation: Department of Biochemistry and Molecular Cell Biology, University Medical Center, Hamburg, Germany.
authors.forename: Sophie
authors.initials: S
authors.lastname: Eisenbarth
authors.affiliation: Department of Biochemistry and Molecular Cell Biology, University Medical Center, Hamburg, Germany.
authors.forename: Thomas
authors.initials: T
authors.lastname: Tilling
authors.affiliation: Department of Biochemistry and Molecular Cell Biology, University Medical Center, Hamburg, Germany.
authors.forename: Eva
authors.initials: E
authors.lastname: Lueerss
authors.affiliation: Dean's Office of Education and Students' Affairs, University Medical Center, Hamburg, Germany.
authors.forename: Jelka
authors.initials: J
authors.lastname: Meyer
authors.affiliation: Department of Medical Biometry and Epidemiology, University Medical Center, Hamburg, Germany.
authors.forename: Susanne
authors.initials: S
authors.lastname: Sehner
authors.affiliation: Department of Biochemistry and Molecular Cell Biology, University Medical Center, Hamburg, Germany.|Dean's Office of Education and Students' Affairs, University Medical Center, Hamburg, Germany.
authors.forename: Andreas H
authors.initials: AH
authors.lastname: Guse
authors.affiliation: Department of Medical Psychology, University Medical Center, Hamburg, Germany. j.guse@uke.de.
authors.forename: Jennifer
authors.initials: J
authors.lastname: Guse Nee Kurré
mesh_terms: D000293:Adolescent; D000328:Adult; D001291:Attitude of Health Personnel; D001690:Biological Science Disciplines / Q000193:education*; D015331:Cohort Studies; D003479:Curriculum; D004501:Education, Medical; D004521:Educational Measurement; D005260:Female; D017144:Focus Groups; D005858:Germany; D006801:Humans; D008297:Male; D018511:Systems Integration; D055815:Young Adult
keywords: Curriculum reform; Integration; Medical education; Science education