Number
246
Name
Bridging Foundational Sciences: Visual Icons for Integrated Medical Curriculum
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Nicole Winston, Medical College of Georgia at Augusta University
Keri Alber, Medical College of Georgia at Augusta University
Dean Seehusen, Medical College of Georgia at Augusta University
Shilpa Brown, Medical College of Georgia at Augusta University
Wanda Jirau-Rosaly, Medical College of Georgia at Augusta University
Carolyn Zahler-Millder, Medical College of Georgia at Augusta University
Presentation Topic(s)
Curriculum
Description
PURPOSE: We explored the development of visual icons representing
foundational science disciplines to enhance student recognition of these
components across an integrated medical curriculum.
METHODS: In integrated medical curricula, students often struggle to
identify when specific foundational sciences (physiology, biochemistry, etc.)
are being taught/emphasized, leading to gaps in recognizing how these
disciplines support clinical knowledge. Visual cues can enhance cognitive
processing and information retention. Our project aimed to create a
standardized visual language through discipline-specific icons to help
students better recognize foundation science components throughout their
pre-clerkship and clerkship experiences. The curriculum office collaborated
with the leadership in the Department of Family Medicine and our professional
medical illustrator. We identified the most frequently used foundational
science components emphasized across the pre-clerkship and clerkship
curriculum.
RESULTS: We developed a set of 14 distinctive icons. Each icon was designed
with a color scheme and representative symbol that visually communicates the
essence of its discipline (e.g. DNA helix for genetics, antibody for
immunology). Icons were created for anatomy/embryology, biochemistry,
genetics, immunology, microbiology, pathology, histology, physiology,
pharmacology, biostatistics, holistic patient care, endocrinology,
neuroscience, and clinical medicine. The design process included iterative
feedback from students and faculty to ensure clarity and recognition. Icons
are being implemented across curricular materials including lecture slides,
case-based learning guides, and academic half-day materials.
CONCLUSIONS: Visual icon systems offer an effective solution to discipline
recognition in integrated curricula, and can be used at other medical
schools. This approach will support cognitive integration of basic and
clinical sciences, potentially improving knowledge retention and application.
Future work will assess the long-term impact on student performance and
knowledge transfer to clinical practice.
foundational science disciplines to enhance student recognition of these
components across an integrated medical curriculum.
METHODS: In integrated medical curricula, students often struggle to
identify when specific foundational sciences (physiology, biochemistry, etc.)
are being taught/emphasized, leading to gaps in recognizing how these
disciplines support clinical knowledge. Visual cues can enhance cognitive
processing and information retention. Our project aimed to create a
standardized visual language through discipline-specific icons to help
students better recognize foundation science components throughout their
pre-clerkship and clerkship experiences. The curriculum office collaborated
with the leadership in the Department of Family Medicine and our professional
medical illustrator. We identified the most frequently used foundational
science components emphasized across the pre-clerkship and clerkship
curriculum.
RESULTS: We developed a set of 14 distinctive icons. Each icon was designed
with a color scheme and representative symbol that visually communicates the
essence of its discipline (e.g. DNA helix for genetics, antibody for
immunology). Icons were created for anatomy/embryology, biochemistry,
genetics, immunology, microbiology, pathology, histology, physiology,
pharmacology, biostatistics, holistic patient care, endocrinology,
neuroscience, and clinical medicine. The design process included iterative
feedback from students and faculty to ensure clarity and recognition. Icons
are being implemented across curricular materials including lecture slides,
case-based learning guides, and academic half-day materials.
CONCLUSIONS: Visual icon systems offer an effective solution to discipline
recognition in integrated curricula, and can be used at other medical
schools. This approach will support cognitive integration of basic and
clinical sciences, potentially improving knowledge retention and application.
Future work will assess the long-term impact on student performance and
knowledge transfer to clinical practice.