2009 APS April Meeting
Volume 54, Number 4
Saturday–Tuesday, May 2–5, 2009;
Denver, Colorado
Session Q6: Introductory Physics for Pre-Health and Biological Science Students
10:45 AM–12:33 PM,
Monday, May 4, 2009
Room: Governor's Square 16
Sponsoring
Unit:
FEd
Chair: Robert Hilborn, University of Texas at Dallas
Abstract ID: BAPS.2009.APR.Q6.1
Abstract: Q6.00001 : Pre-Medical Education in the Physical Sciences for Tomorrow's Physicians
10:45 AM–11:21 AM
Preview Abstract
Abstract
Author:
Sharon Long
(Department of Biological Sciences, Stanford University)
Medical knowledge is being transformed by instrumentation
advances and by research results including genomic and population
level studies; at the same time, though, the premedical
curriculum is constrained by a relatively unchanging overall
content in the MCAT examination, which inhibits innovation on
undergraduate science education. A committee convened jointly by
the Association of American Medical Colleges and the Howard
Hughes Medical Institute has examined the science and mathematics
competencies that the graduating physician will need, and has
asked which of these should be achieved during undergraduate
study. The recommendations emphasize competency -- what the
learner should be able to ``do'' at the end of the learning
experience -- rather than dictating specific courses.
Because the scientific content of modern medical practice is
evolving, new science competencies are desirable for the entering
medical student. An example is statistics, an increasingly
prominent foundation for database and genomic analysis but which
is not yet uniformly recommended as preparation for medical
school. On the other hand, the committee believes that the value
of a broad liberal arts education is enduring, and science
coursework should not totally consume a premedical student's
time. Thus if we recommend new areas of science and mathematics
competency for pre-meds, we must find other areas that can be
trimmed or combined. Indeed, at present there are some science
topics mandated for premedical study, which may not be essential.
For these reasons, the committee aims to state premedical
recommendations in ways that can be met either through
traditional disciplinary courses, or through innovative and/or
interdisciplinary courses. Finally, we acknowledge that
practice of medicine requires grounding in scientific principles
and knowledge and in the practice of critical inquiry. These
principles may be learned and practiced in undergraduate study
through work in the physical sciences, as well as in biology, and
such multidisciplinary training should be encouraged.
To cite this abstract, use the following reference: http://meetings.aps.org/link/BAPS.2009.APR.Q6.1