ArticleAdvances in medical education and practice2018
Modeling integration: co-teaching basic and clinical sciences medicine in the classroom.
Article in Advances in medical education and practice, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 21 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
21 citing papers in PubMed, 1 synthesis or guideline pooled it, 52 citations in OpenAlex.
- Students' view on supportive co-teaching in medical sciences: a systematic review.BMC medical education · 2021Pooled it
- Educational Effects of Collaborative Teaching on Medical Students' Perception of Patient-Centered Care: A Mixed Methods Study.Journal of general and family medicine · 2026Article
- Integrated course on ocular anatomy for ophthalmology clerkship.BMC medical education · 2025Article
- A transdisciplinary dual degree curriculum yields novel and successful learning outcomes: early lessons from training physicianeers.Frontiers in medicine · 2025Article
- Enhancing academic performance and student engagement in health education: insights from Work Station Learning Activities (WSLA).BMC medical education · 2024Article
- Integrating basic sciences into clerkship rotation utilizing Kern's six-step model of instructional design: lessons learned.BMC medical education · 2024Article
- Perceptions of co-teaching as a pedagogical approach to integrate basic and clinical sciences.Frontiers in medicine · 2024Article
- Foundational and Clinical Science Integration in a Team-Based Learning Module Modeling Care of a Patient With Dyslipidemia.MedEdPORTAL : the journal of teaching and learning resources · 2024Article
- Principles of oncology taught in a one-week course.Journal of cancer research and clinical oncology · 2023Article
- An integrated pre-clerkship curriculum to build cognitive medical schema: It's not just about the content.Frontiers in physiology · 2023Article
- Improving Integration of Basic Science into Clinical Medicine: Vertical Integration into Clinical Education (VICE) Activity.Medical science educator · 2022Article
- Evaluation of an online case-based learning module that integrates basic and clinical sciences.The Journal of chiropractic education · 2021Article
- Medical students' experience of the hidden curriculum around primary care careers: a qualitative exploration of reflective diaries.BMJ open · 2021Article
- An IntegratedMedEdPORTAL : the journal of teaching and learning resources · 2021Article
- The effect of integration of basic and clinical aspects of a specific topic in a parasitology course on medical students learning: A randomized controlled trial.Journal of education and health promotion · 2021Article
- Rethinking gross anatomy in a compressed time frame: Clinical symptoms, not case studies, as the basis for introductory instruction.Clinical anatomy (New York, N.Y.) · 2021Observational
- Simulation 2.0: Integrating Basic Scientists and Clinicians in a Simulation Environment.Medical science educator · 2020Article
- What Physicians Wished They Would Have Learned in Medical School: a Survey.Medical science educator · 2020Article
- Quantitative and qualitative evaluation of a learning model based on workstation activities.PloS one · 2020Article
- Mind, Brain, and Behavior: an Integrative Approach to Teaching Neuroscience to Medical Students.Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry · 2019Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeCalls 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.
methodsThe 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.
resultsResults 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.
conclusionResults 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.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.