Finnerty EP, Chauvin S, Bonaminio G, Andrews M, Carroll RG, Pangaro LN. Flexner revisited: The role and valuation of the basic sciences in medical education. Acad Med. 2010;85:349–55. https://doi.org/10.1097/ACM.0b013e3181c88b09.

Article  Google Scholar 

Norris ME, Cachia MA, Johnson MI, Martin CM, Rogers KA. Are clerks proficient in the basic sciences? Assessments of third-year medical students’ basic science knowledge prior to and at the completion of core clerkship rotations. Med Sci Educ. 2021;31:709–22. https://doi.org/10.1007/s40670-021-01249-3.

Article  Google Scholar 

Woods NN, Brooks LR, Norman GR. The role of biomedial knowledge in diagnosis of difficult clinical cases. Adv Health Sci Educ Theory Pract. 2007;12:417–21. https://doi.org/10.1007/s10459-006-9054-y.

Article  Google Scholar 

Woods NN, Neville AJ, Levinson AJ, Howey EHA, Oczkowski WJ, Norman GR. The value of basic science in clinical diagnosis. Acad Med. 2006;81:S124-127. https://doi.org/10.1097/00001888-200610001-00031.

Article  Google Scholar 

Albert FA, Seidu AA, Mason HM, Anderson E, Alele FO, Heggarty P, et al. A systematic review of medical practitioners’ retention and application of basic sciences to clinical practice. BMC Med Educ. 2024;24:997. https://doi.org/10.1186/s12909-024-05952-8.

Article  Google Scholar 

Daniel M, Morrison G, Hauer KE, Pock A, Seibert C, Amiel J, et al. Strategies from 11 U.S. medical schools for integrating basic science into the core clerkships. Acad Med. 2021;96:1125–30. https://doi.org/10.1097/ACM.0000000000003908.

Article  Google Scholar 

Kercheval JB, Mott NM, Kim EK, Boscardin CK, Klein BA, Hauer KE, et al. Students’ perspectives on basic and clinical science integration when step 1 is administered after the core clerkships. Teach Learn Med. 2023;35:117–27. https://doi.org/10.1080/10401334.2022.2030235.

Article  Google Scholar 

Pock AR, Durning SJ, Gilliland WR, Pangaro LN. Post-Carnegie II curricular reform: a North American survey of emerging trends & challenges. BMC Med Educ. 2019. https://doi.org/10.1186/s12909-019-1680-1.

Article  Google Scholar 

Held N, Jimenez S, Lockspeiser T, Adams JE. Designing a shortened preclinical basic science curriculum: Expert-derived recommendations. Acad Med. 2023;98:922–8. https://doi.org/10.1097/ACM.0000000000005221.

Article  Google Scholar 

Chugh PK, Tripathi CD. Spaced education and student learning: results from a medical school. Clin Teach. 2020;17:655–60. https://doi.org/10.1111/tct.13180.

Article  Google Scholar 

Thompson CP, Hughes MA. The effectiveness of spaced learning, interleaving, and retrieval practice in radiology education: A systematic review. J Am Coll Radiol. 2023;20:1092–101. https://doi.org/10.1016/j.jacr.2023.08.028.

Article  Google Scholar 

Daniel M, Hauer KE, Chandran L, Pock A, Morrison G, Santen SA. The optimal timing of step 1 in medical education following the transition to pass/fail: A unique perspective from post-clerkship step 1 schools. Med Sci Educ. 2021;31:905–10.

Article  Google Scholar 

Miller KE, Qua K, Croniger CM, Mann D, Mulloy KB, Painter E, et al. Development and implementation of a medical school course integrating basic, clinical, and health systems sciences. J Med Educ Curric Dev. 2023;10:23821205231205950. https://doi.org/10.1177/23821205231205953.

Article  Google Scholar 

Dahlman KB, et al. Integrating foundational sciences in a clinical context in the post-clerkship curriculum. Med Sci Educ. 2018;28(1):145–54.

Article  Google Scholar 

Miloslavsky EM, Besche HC, Calderwood SB, Chang BS, Dienstag JL, King RW, et al. Advanced integrated science courses: building a skill set to engage with the interface of research and medicine. Acad Med. 2022;97(10):1467–73. https://doi.org/10.1097/ACM.0000000000004612.

Article  Google Scholar 

Sidney Kimmel Medical College (2025). JeffMD curriculum overview. Thomas Jefferson University. Retrieved July 28, 2025, from https://www.jefferson.edu/academics/colleges-schools-institutes/skmc/undergraduate-medical-education/curriculum.html.

University of Rochester School of Medicine and Dentistry (2025). Curriculum – Double Helix Curriculum: Translations and Transitions. University of Rochester Medical Center. Retrieved July 28, 2025, from https://www.urmc.rochester.edu/education/md/curriculum.

University of California, San Francisco School of Medicine. (2025). Bridges curriculum overview. UCSF Medical Education. Retrieved July 28, 2025, from https://meded.ucsf.edu/current-students/curriculum/bridges-curriculum-overview.

Burgess A, Mellis C. Engaging medical students in basic science years with clinical teaching. J Med Educ Curric Dev. 2015;2:49–51. https://doi.org/10.4137/JMECD.S18921.

Article  Google Scholar 

Lazarus MD, Kauffman GL, Kothari MJ, Mosher TJ, Silvis ML, Wawrzyniak JR, et al. Anatomy integration blueprint: a fourth-year musculoskeletal anatomy elective model. Anat Sci Educ. 2014;7:379–88. https://doi.org/10.1002/ase.1439.

Article  Google Scholar 

Spencer AL, Brosenitsch T, Levine AS, Kanter SL. Back to basic sciences: an innovative approach to teaching senior medical students how best to integrate basic science and clinical medicine. Acad Med. 2008;83(7):662–9. https://doi.org/10.1097/ACM.0b013e318178356b.

Article  Google Scholar 

Wijnen-Meijer M, van den Broek S, Koens F, ten Cate O. Vertical integration in medical education: the broader perspective. BMC Med Educ. 2020;20:509. https://doi.org/10.1186/s12909-020-02433-6.

Article  Google Scholar 

Ten Cate O, Kusurkar R, Williams GC. How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide no. 59. Med Teach. 2011;33:961–73.

Article  Google Scholar 

Lisk K, Agur AM, Woods NM. Exploring cognitive integration of basic science and its effect on diagnostic reasoning in novices. Perspect Med Educ. 2016;31:147–53. https://doi.org/10.1007/s40037-016-0268-2.

Article  Google Scholar 

Kulasegaram KM, Chaudhary Z, Woods N, Dore K, Neville A, Norman G. Contexts, concepts and cognition: principles for transfer of basic science knowledge. Med Educ. 2017;51:184–95. https://doi.org/10.1111/edu.13145.

Article  Google Scholar 

Jurich D, Daniel M, Paniagua M, Fleming A, Harnik V, Pock A, et al. Moving the United States Medical Licensing Examinatoin Step 1 after core clerkships: an outcome analysis. Acad Med. 2019;94:371–7. https://doi.org/10.1097/ACM0000000000002458.

Article  Google Scholar 

Kulasegaram KM, Martimianakis MA, Mylopoulos M, Whitehead CR, Woods NN. Cognition before curriculum: rethinking the integration of basic science and clinical learning. Acad Med. 2013;88:1578–85. https://doi.org/10.1097/ACM.0b013e3182a45def.

Article  Google Scholar 

LeClair RJ, Binks AP, Gambala CT, Brenner JM, Willey JM. The impact of changing Step 1 to pass/fail reporting on anxiety, learning approaches, and curiosity. Med Sci Educ. 2023;18:1197–204. https://doi.org/10.1007/s40670-023-01878-w.

Article  Google Scholar 

Elfanagely Y, Tanzer JR, Pulido R, Rashid H, Copeland L. How curricular changes influence medical students’ perceptions of basic science: a pilot study. PLoS One. 2020;15(7):e0236365. https://doi.org/10.1371/journal.pone.0236365.

Article  Google Scholar