Perceptions of co-teaching as a pedagogical approach to integrate basic and clinical sciences

Area of Science:

• Medical Education
• Curriculum Development
• Health Professions Education

Background:

• Medical curricula require integrated basic and clinical science education for critical reasoning.
• Effective learning necessitates collaborative and integrated teaching approaches.
• Supportive co-teaching (SCT) and team-based learning (TBL) are explored for enhancing medical student learning.

Purpose of the Study:

• To investigate the effectiveness of supportive co-teaching (SCT) in promoting integrated learning.
• To assess if SCT helps medical students apply theoretical concepts in clinical scenarios within a TBL framework.
• To evaluate the impact of SCT on critical reasoning and diagnostic competencies.

Main Methods:

• A concurrent mixed-methods study combining qualitative (focus groups, interviews) and quantitative (observational survey) approaches.
• Qualitative data from teachers and students were analyzed using conventional content analysis.
• Quantitative data from first-year medical students (n=107) were analyzed descriptively.

Main Results:

• Key themes identified include teacher collaboration, knowledge integration, TBL methodology, and curricular design.
• Both teachers and students valued the integration of basic and clinical sciences and joint feedback.
• Team-based learning (TBL) was highly motivating for students, who expressed interest in its continuation.

Conclusions:

• Supportive co-teaching (SCT) within a TBL framework effectively integrates basic and clinical sciences.
• This approach enhances students' application of theoretical knowledge to clinical practice, improving critical thinking and reasoning.
• Findings inform curriculum design for improved medical education and patient care.