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4th Asia-Pacific Global Summit & Expo on Healthcare

Brisbane, Australia

Neelam Doshi

Neelam Doshi

Bond University, Gold Coast, Australia

Title: How we integrate pathology in the preclinical medical curriculum using the Bond Virtual Hospital app
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Biography: Neelam Doshi


Aim: Medical students find the transition from preclinical learning to clinical rotations as quite stressful. Case Based Learning (CBL) using the Bond Virtual Hospital (BVH) app in our new undergraduate medical program has enabled a smoother transition – in part through explicit correlation between basic science and clinical applications. This process requires team work between skilled facilitators. This will also highlight the effective usage of mobile app in adult learning. Method: In this integrated educational approach, the audience will experience a Bond Virtual Hospital ward round and learner’s feedback. This will follow a faculty led ‘debrief’ and learners personal experience on this ‘virtual teaching app’. Participants can reflect on this experience of integrating the scholar and scientist, practitioner and health professionalism themes of the medical curriculum. Finally, participants will consider the qualities and training required for effective educators, delivering this holistic learning. Results: Workshop will give a platform for the participants to discuss how linkages can be made between foundational year basic sciences with clinical knowledge in clinical care. Learners will share their experience on whether this tool improves their clinical reasoning and prepares them for ward work. Discussion will be shared between the participants, facilitators and the medical students on the qualities of facilitators for effective inter-professional teaching Conclusions: The workshop will consider how CBL can be used to encourage students to apply foundation science knowledge into clinical relevance using virtual ward rounds. It will also explore whether the usage of mobile app is helpful in students learning in this modern age of technology. Feedback of medical students and facilitators on this learning method looks promising.