This study aims to design, implement, and launch courses that integrate foundational science learning and clinical application in a post-clerkship undergraduate medical school curriculum.

In academic year 2015–2016 (AY15–16), as part of a comprehensive curricular revision, Vanderbilt University School of Medicine (VUSM) formally implemented “Integrated Science Courses” (ISCs) that combined rigorous training in the foundational sciences with meaningful clinical experiences. These courses integrated foundational sciences that could be leveraged in the clinical environment, utilized a variety of instructional modalities, and included quantitative and qualitative (competency-based milestones) student assessments. Each ISC underwent a rigorous quality-improvement process that required input on foundational science content, student experience, and student performance assessment.

Eleven ISCs were delivered to 173 students in AY15–16, with some students taking more than one ISC. Immediately after completing each course, 93% (n = 222) of ISC enrollees completed a course evaluation. Students (91%; n = 201) “agreed” or “strongly agreed” that foundational science learning informed and enriched the clinical experiences. Furthermore, 94% (n = 209) of students thought that the clinical experiences informed and enriched the foundational science learning. Ninety-four percent of the students anticipated using the foundational science knowledge acquired in future clinical training and practice.

The teaching of foundational sciences in the clinical workplace in the post-clerkship medical curriculum is challenging and resource intensive, yet feasible. Additional experience with the model will inform the mix of courses as well as the breadth and depth of foundational science instruction that is necessary to foster scientifically based clinical reasoning skills in each student.