Integrating medical communication skills with library skills curricula among first year medical students at the University of the West Indies, St. Augustine.

A two-year study designed to integrate the medical communication skills and library skills curricula at the University of the West Indies, St. Augustine is reported. Given that an integrated approach to curriculum development offers benefits to learners and staff. The objective of this study was to explore the feasibility of implementing this approach among Year 1 pre-clinical students in 1997 and 1998. Student performance on an essay question that integrated the application of students' knowledge of written communication and library skills in a final examination performance was assessed. Pre- and post-test results of students' library skills were compared within each year. anova analysis indicated that there was a significant increase in mean scores from pre-test to post-test which suggests that students performed better on a test of their knowledge and application of library skills after instruction, but the unavailability of a control group made this finding inconclusive. The findings are discussed in relation to practical and intellectual issues in curriculum integration. It is concluded that this type of curriculum integration is feasible, creates linkages in the curriculum and does not increase demand on student time.

Integrating medical communication skills with library skills curricula among first year medical students at the University of the West Indies, St Augustine [abstract]

Curriculum integration in medical sciences education is both desirable and challenging. Within a problem-based learning environment, the need for integration is recognised, but linkages between communication skills and library skills are not always easily made or operationalized. Given the views of both Ackerman and Drake that an integrated approach to curriculum development offers benefits to learners and staff, the objective was to explore the implementation of this approach among year 1 pre-clinical students in 1997 (n=197) and 1998 (n=198) at the University of the West Indies, St Augustine, Trinidad and Tobago. Results of pre-test scores of students' library skills were compared within each year and an ANOVA analysis indicated that there was a significant increase in scores from pre-test. Some statistical limitations in the available data are acknowleged but the results suggests that students had a better understanding of library skills. Students performance on essay question that integrated the application of students' knowledge of written communication and library skills in a final examination in each year was satisfactory. The practical and intellectual issues in curriculum integration are discussed in relation to the findings. It is concluded that the curriculum integration experience was feasible, created linkages in the curriculum and did not increase demand on student time. (AU)