The role and organization of the basic sciences in medical education

As a result of the advances in the basic sciences, a number of matters have been attracting increasing attention of medical educators. Among these are the apparent overlapping of disciplinary boundaries, increasing interdisciplinary research, divergence between faculty research and what should be taught in preclinical courses, and the overload of material taught to medical students in the basic sciences. A study was conducted at the University of Pennsylvania (Penn) School of Medicine to consider the role and organization of the basic sciences. In order to evaluate the existing organization and assess various alternative organizational models, it was necessary to collect and analyze information and opinions from Penn\u27s basic science faculty and other sources. Data were gathered, through the use of a questionnaire, from 101 basic science faculty members at Penn and by the author conducting interviews of the basic science department chairmen there and five other research-intensive schools of medicine. The study, which was made part of the planning process of the school, was reported in 1977. The findings indicated that the faculty was reluctant to endorse a major change in the organizational structure. There was significant overlapping interest among basic science investigators, blurring of departmental boundaries and a divergence between the faculty and members\u27 research interests and the disciplines represented by the departments in which they held appointments. Another study, conducted in 1987, documented that the divergence had increased. However, the issues have not been resolved. Some reasons for the lack of progress are examined and several alternate planning models are presented along with a possible approach for their implementation