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Simulation provides deep learning opportunities for medical students intercalating in the biosciences
  1. Jennifer Gibb1,
  2. Ashish Vasudev1,
  3. Richard Helyer2
  1. 1 School of Medicine, University of Bristol, Bristol, UK
  2. 2 School of Physiology, Pharmacology & Neuroscience, University of Bristol, Bristol, UK
  1. Correspondence to Dr Richard Helyer, School of Physiology, Pharmacology & Neuroscience, University of Bristol, Bristol, BS8 1TD, UK ; richard.helyer{at}bris.ac.uk

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Intercalation in the biosciences and project work

Intercalation in the biosciences is popular with medical undergraduates in the UK and is mandatory at some institutions. It is considered important that medical students develop skills and an interest in innovation and research1 and is recognised as one way to enhance the knowledge of research methodology.2 The intercalated year helps to meet these aims by including research project work as part of the core course content. Projects are often practical and laboratory-based, as well as other out-of-laboratory options such as literature review or producing a grant proposal. Projects must fulfil a set of intended learning outcomes, for example, in final-year degree courses in this School: ‘deep understanding of a scientific or educational question; the ability to gather information from the scientific and/or educational literature and critically evaluate and appraise competing theories; the ability to present original findings and ideas to a specialist audience’. We offer projects that fulfil these outcomes exploring key areas of integrative, human physiology using high-fidelity human patient simulators.3 The simulators used here are manikin-based with an integrated and real-time model that provides …

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