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Modeling integration: co-teaching basic and clinical sciences medicine in the classroom
- Source :
- Advances in Medical Education and Practice, Vol Volume 9, Pp 739-751 (2018)
- Publication Year :
- 2018
- Publisher :
- Dove Medical Press, 2018.
-
Abstract
- Joanne M Willey, Youn Seon Lim, Thomas Kwiatkowski Department of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USA Purpose: Calls for revision in undergraduate medical education frequently cite the importance of integrating basic and clinical sciences and the use of active pedagogies. One under-appreciated approach to accomplishing both is interactive co-teaching, defined as two instructors with complementary expertise engaging students and each other instead of lecturing. This study sought to determine if interactive co-teaching helped students integrate and learn basic and clinical sciences, as well as to explore potential advantages and barriers to co-teaching.Methods: The comparative success of solo- and co-teaching in a microbiology/infectious disease course was determined by surveying student perceptions at the end of the course and examination scores for questions based on either solo- or co-taught content. The advantages and barriers to co-teaching were explored by thematic analysis of student responses to open-ended survey questions.Results: Results suggest that co-teaching supported content integration as a significant majority of students (92%, n=112) reported they understood the connection between basic and clinical sciences better when content was co-taught. In addition, a plurality of students indicated that co-teaching provided a better overall learning experience (81%, n=99), was more engaging (74%, n=90), and made it easier to apply content (74%, n=90). These positive perceptions were reflected in better exam outcomes for materials covered in co-taught over solo-taught sessions.Conclusion: Results suggest students value co-teaching as a means to integrate basic and clinical sciences. However, interactive co-teaching pedagogies require careful planning and collaboration among faculty. Co-teaching requires the commitment of both faculty members to this pedagogy. Keywords: team teaching, microbiology, infectious disease, shared teaching, content integration, session integration
Details
- Language :
- English
- ISSN :
- 11797258
- Volume :
- ume 9
- Database :
- Directory of Open Access Journals
- Journal :
- Advances in Medical Education and Practice
- Publication Type :
- Academic Journal
- Accession number :
- edsdoj.4e9ddf2cf5d14cc79c72265f48aeea62
- Document Type :
- article