PDF(Pubmed)
Abstract：
BACKGROUND: Achieving integration in medical curricula without redundancy in basic medical sciences disciplines is a substantial challenge. Introducing co-teaching in such curricula with active inter-disciplinary participation is believed to best utilize the teaching and learning time for instructors and students, to motivate the students, and to provide a more robust base for bridging the gap between basic and clinical medical sciences in medical schools. Additionally, including more than one student-centered activity in one session is expected to increase the students\' involvement and improve the retention of knowledge. Our study aims at minimizing redundancy and improving the students\' motivation in learning the topic \"insulin-glucose regulation\" during the Endocrine and Metabolism module taught to year three students at Galala University, Faculty of Medicine in Egypt.
METHODS: The authors designed a 3-hr co-teaching integrated session with 3 basic medical sciences aimed to explain the clinical terms including online accessed pre/post-tests, small student groups-created pre/post-session MCQ, with co-sharing of students in the introduction of scientific materials.
RESULTS: The students\' scores in the post-test showed that they gained more knowledge compared to before. Interestingly, there was only an improvement in the students\' performance in generating questions before and after the session, as well as in the integrated question in the end-of-semester exam, we suggest implementing this approach in other topics and modules in medical schools. It would also be favorable to follow up with the students taught using this approach and those taught differently to assess the effectiveness of this approach in a controlled manner.
CONCLUSIONS: Integrated sessions effectively increase student awareness of medical concepts and reduce redundancy in basic medical sciences. This approach exposes students to a more comprehensive understanding of the subject matter, improving their comprehension and retention. It is a valuable method for educators and instructors seeking to enhance their students\' learning experience in the field of medical sciences.
METHODS: The authors designed a 3-hr co-teaching integrated session with 3 basic medical sciences aimed to explain the clinical terms including online accessed pre/post-tests, small student groups-created pre/post-session MCQ, with co-sharing of students in the introduction of scientific materials.
RESULTS: The students\' scores in the post-test showed that they gained more knowledge compared to before. Interestingly, there was only an improvement in the students\' performance in generating questions before and after the session, as well as in the integrated question in the end-of-semester exam, we suggest implementing this approach in other topics and modules in medical schools. It would also be favorable to follow up with the students taught using this approach and those taught differently to assess the effectiveness of this approach in a controlled manner.
CONCLUSIONS: Integrated sessions effectively increase student awareness of medical concepts and reduce redundancy in basic medical sciences. This approach exposes students to a more comprehensive understanding of the subject matter, improving their comprehension and retention. It is a valuable method for educators and instructors seeking to enhance their students\' learning experience in the field of medical sciences.
摘要：
背景：在基础医学学科中实现医学课程的整合而不冗余是一项重大挑战。在这样的课程中引入联合教学，积极跨学科的参与被认为是最好的利用教师和学生的教学和学习时间，为了激励学生，并为弥合医学院的基础医学和临床医学之间的差距提供更强大的基础。此外,在一次会议中包括多个以学生为中心的活动，预计将增加学生的参与度并提高知识的保留率。我们的研究旨在最大程度地减少冗余，并提高学生在Galala大学向三年级学生教授的内分泌和代谢模块期间学习“胰岛素-葡萄糖调节”主题的动机，埃及医学院。
方法：作者设计了一个由3个基础医学科学组成的3小时联合教学综合课程，旨在解释临床术语，包括在线访问的前/后测试，小型学生团体创建的会前/会后MCQ，与学生共同分享科学材料的介绍。
结果：学生在后测中的分数表明，与以前相比，他们获得了更多的知识。有趣的是,学生在会议前后产生问题的表现只有改善，以及在学期末考试的综合问题中，我们建议在医学院的其他主题和模块中实施这种方法。与使用这种方法的学生和以不同方式教授的学生跟进，以受控的方式评估这种方法的有效性也是有利的。
结论：综合课程有效地提高了学生对医学概念的认识，并减少了基础医学的冗余。这种方法使学生对主题有了更全面的了解，提高他们的理解力和记忆力。对于寻求增强学生在医学领域的学习经验的教育者和指导者来说，这是一种有价值的方法。
方法：作者设计了一个由3个基础医学科学组成的3小时联合教学综合课程，旨在解释临床术语，包括在线访问的前/后测试，小型学生团体创建的会前/会后MCQ，与学生共同分享科学材料的介绍。
结果：学生在后测中的分数表明，与以前相比，他们获得了更多的知识。有趣的是,学生在会议前后产生问题的表现只有改善，以及在学期末考试的综合问题中，我们建议在医学院的其他主题和模块中实施这种方法。与使用这种方法的学生和以不同方式教授的学生跟进，以受控的方式评估这种方法的有效性也是有利的。
结论：综合课程有效地提高了学生对医学概念的认识，并减少了基础医学的冗余。这种方法使学生对主题有了更全面的了解，提高他们的理解力和记忆力。对于寻求增强学生在医学领域的学习经验的教育者和指导者来说，这是一种有价值的方法。
