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Co-teaching: Exploring an Alternative for Integrated Curriculum.

Sadhana Sharma1, Ravikirti2, Asgar Ali1

  • 1Department of Biochemistry, All India Institute of Medical Sciences, Patna, Bihar 801505, India.

Journal of the National Medical Association
|June 11, 2017
PubMed
Summary
This summary is machine-generated.

Co-teaching in medical education effectively improves knowledge retention compared to conventional methods. This approach may serve as a valuable alternative to integrated curricula for enhancing learning outcomes.

Keywords:
Alcohol and liver disease (AL)Conventional teaching (CT)Diabetes mellitus (DM)Integrated co-teaching (ICT) and knowledge score

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Area of Science:

  • Medical Education
  • Pedagogy

Background:

  • Medical education curricula are often compartmentalized, posing challenges to achieving desired learning outcomes.
  • Co-teaching, a pedagogical strategy, offers potential for integrating applied knowledge with basic concepts.

Purpose of the Study:

  • To evaluate co-teaching as an alternative to an integrated curriculum in medical education.
  • To compare the effectiveness of co-teaching versus conventional teaching methods on knowledge acquisition and retention.

Main Methods:

  • Developed and validated co-teaching and conventional modules for Diabetes Mellitus and Alcohol-related Liver Disease.
  • Randomly assigned 100 undergraduate medical students into two groups for comparative teaching.
  • Assessed pre-test, post-test, and retention knowledge scores using multiple-choice questions and analyzed with inferential statistics.

Main Results:

  • Both co-teaching and conventional teaching significantly improved knowledge scores (p=0.0001).
  • No significant difference in immediate learning outcomes was observed between the two methods (p=0.59).
  • Co-teaching demonstrated significantly better knowledge retention compared to conventional teaching (p=0.008).

Conclusions:

  • Co-teaching can be considered a viable substitute for integrated curricula in medical education.
  • The findings suggest co-teaching enhances long-term knowledge retention, a key educational objective.