Modeling integration: co-teaching basic and clinical sciences medicine in the classroom.

ABSTRACT:

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 s

SUBMITTER: Willey JM 

PROVIDER: S-EPMC6173184 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature