UNASSIGNED: This study examined the impact of co-teaching on students and lecturers, assessing its benefits and drawbacks, and suggesting ways to enhance collaborative learning.
UNASSIGNED: Fifty undergraduate student teachers participated in two sports sciences seminar courses jointly taught by two lecturers. Data was collected via student reflections; course evaluation feedback; word clouds; and teacher reflections. Thematic analysis was used for qualitative data.
UNASSIGNED: The findings indicate that the short intensive seminar course resulted in three parallel processes: emotional, students transitioning from negative feelings of chaos, frustration, and a sense of incompetence to positive feelings of satisfaction and sense of accomplishment; social, students learning to listen, request assistance, support, encourage, and collaborate; and cognitive, students learning to ask fruitful questions, plan experiments, summarize, and present. Nevertheless, the time and effort demands involved in the planning and management of such courses may constitute a significant barrier to the future implementation of this teaching method. In terms of course outcomes, no indications of higher quality were seen compared to traditional instruction.
UNASSIGNED: Drawing on the symbolic interactionism theory, the study advocates for preparing students for inclusive and collaborative learning environments to improve academic engagement and success.

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.

This article was migrated. The article was marked as recommended. Introduction: Interdisciplinary co-teaching by physicians (MD) and social behavioural scientists (SBS) has emerged as an innovative teaching practice in clinical skills courses, but little is known about how co-teachers operationalize instruction. The purpose of this study was to explore the shared mental model of co-teachers concerning medical interviewing and physical examination instruction. Methods: Twelve individual semi-structured interviews were conducted at Brown University. Participants were asked, \" What and how do MD and SBS faculty contribute to teaching medical interviewing and physical examination skills?\" Transcripts were subjected to thematic analysis. Discourse analysis was also used to determine if what faculty individually described as contributing to instruction was observed by the co-teacher. Results: Physician and SBS faculty emphasized different but complementary aspects of medical interviewing and physical examination skills. Physicians focused on content, targeting clinical reasoning, differential diagnosis, economy of movement, efficiency, synthesis, and technical skills. SBS faculty focused on process,emphasizing active listening, presence, non-verbal communication, rapport building, empathy, and patient comfort. Discussion: Co-teachers consistently articulated their relative contributions to teaching medical interviewing and physical examinations. Their shared mental model emphasized the importance of both content and process, creating a learning environment supporting the development of both biomedical and patient-centred perspectives.

BACKGROUND: Faculty have traditionally taught the physical examination (PE) to novice medical students (pre-clerkship students.), despite recruiting and cost issues and problems standardizing their approach.
METHODS: We present a model using standardized patient instructor (SPI)-fourth year medical student (MS4) teams to teach PE to pre-clerkship students, leveraging the benefits of co-teaching and peer-assisted learning.
RESULTS: Surveys of pre-clerkship students, MS4s and SPIs indicate positive perceptions of the program, including MS4s reporting significant growth in their professional identities as educators. Pre-clerkship students\' performance on the spring clinical skills exams was equivalent to or better than their peer performance pre-program implementation.
CONCLUSIONS: SPI-MS4 teams can effectively teach novice students the mechanics and clinical context of the beginners\' physical exam.

BACKGROUND: Clarifying the effectiveness of co-teaching in medicine and nursing (CMN) is important as it is crucial in clinical practice to improve the quality of patient care and prognosis. In this study, we aimed to determine the efficacy of CMN in nurse anesthetist training.
METHODS: The study comprised a 6-month training session and a before-and-after controlled study. In total, 59 nurses were recruited. The first 30 nurses were enrolled in the conventional single-teaching in nursing (SN) group and only took nursing-related courses. The next 29 students were enrolled in the CMN group and received both general medical and nursing-specific curricula. Before and after training, medical and nursing collaboration competency scores and knowledge scores were compared between the two groups. At the end of the study, qualitative comments on teaching satisfaction and clinical reasoning skills improvement were queried, and content analysis was performed.
RESULTS: Participants in the CMN group outperformed those in the SN group in tests of medical and nursing collaboration abilities as well as knowledge. The CMN group outperformed the SN group in terms of teaching satisfaction evaluation, particularly in terms of fostering learning in the anesthetist specialty, improving clinical practice, fostering motivation, and influencing how people think about challenges at work. Furthermore, participants in the CMN group felt that their clinical reasoning abilities had improved.
CONCLUSIONS: In comparison to the SN group, the CMN group had enhanced outcomes of patient care, medical and nursing collaboration, and clinical reasoning skills.

Despite well-documented benefits, the effectiveness of some aspects of near-peer (NP) teaching in medical education within anatomy curricula remains unclear. Here, we explored the impact of various permutations of staff/student laboratory-based co-teaching in neuroanatomy by determining the optimal staff and student teaching combination. We assessed student perceptions and knowledge acquisition using three different co-teaching strategies. Second-year medical students at the University of Southampton were co-taught neuroanatomy by faculty staff and third-year medical students (NP teachers). Three cohorts, 2016/2017, 2017/2018, and 2018/2019, were included in the study. Subsequent cohorts experienced increasingly structured NP teaching with more NP teachers. Students completed evaluations for anatomy sessions, which were statistically compared. The 2017/2018 and 2018/2019 cohorts completed lunchtime quizzes matched to the learning outcomes of each practical session, which were analysed. A focus group involving six students was transcribed and thematically analysed. Anatomy practical ratings were significantly higher when both session structure and NP teacher numbers increased from 3 to 5-6 (p = 0.0010) and from 3 to 7-8 (p = 0.0020). There were no significant differences in anatomy practical ratings using 5-6 and 7-8 NP teachers (p > 0.9999). There were no significant differences between the knowledge scores of students who experienced 5-6 and 7-8 NP teachers. Themes detailing the benefits of NP teaching and the importance of faculty involvement were identified, demonstrating that students appreciated NP teaching within a co-teaching environment. Therefore, increased NP teaching may augment students\' perceptions and knowledge acquisition. In this context, the optimal number of NP teachers may sit between 5 and 8.

OBJECTIVE: Deep neural networks (DNNs) have made great achievements in computer-aided diagnostic systems, but the success highly depends on massive data with high-quality labels. However, for many medical image datasets, a considerable number of noisy labels are introduced by inter- and intra-observer variability, thus hampering DNNs\' performance. To address this problem, a robust noisy label correction method with the co-teaching learning paradigm is proposed.
METHODS: The proposed method aims to reduce the effect of noisy labels by correcting or removing them. It consists of two modules. An adaptive noise rate estimation module is employed to calculate the dataset\'s noise rate, which is helpful to detect noisy labels but is usually unavailable in clinical applications. A consistency-based noisy label correction module aims to detect noisy labels and correct them to reduce the disturbance from noisy labels and exploit useful information in data.
RESULTS: Experiments are conducted on the public skin lesion dataset ISIC-2017, ISIC-2019, and our constructed thyroid ultrasound image dataset. The results demonstrate that the proposed method outperforms other noisy label learning methods in medical image classification tasks. It is also evaluated on the natural image dataset CIFAR-10 to show its generalization.
CONCLUSIONS: This paper proposes a noisy label correction method to handle noisy labels in medical image datasets. Experimental results show that it can self-adapt to different datasets and efficiently correct noisy labels, which is suitable for medical image classification.

BACKGROUND: Supportive co-teaching (SCT) is the practice of employing two or more experts whose knowledge and experiences are needed simultaneously to make a connection across different disciplines in a classroom. Although this interdisciplinary approach seems to be beneficial, there are many features which need further examination. This study was conducted to systematically review studies addressing the use of this approach and learners\' views on SCT in medical sciences.
METHODS: We searched for the studies addressing students\' views on SCT in medical sciences from January1st 2000 to June 31st, 2019. All the studies, both quantitative and qualitative published in English language, investigating the students\' views on SCT, in non-clinical courses in the setting of medical sciences were included. We searched electronic databases of PubMed, Scopus, Embase, Web of Science, WHO Global Health Library, Health Systems Evidence, and ERIC with the keywords and phrases related to the topic which were: \"co-teaching\", \"team teaching\", \"collaborative teaching\", \"peer-to-peer co-teaching\", \"partnership teaching\", and\" teacher collaboration\".
RESULTS: By the initial search, 9806 studies were found and after deletion of duplicates and screening, 111 remained for selection. Upon the independent review by two researchers, we were able to discern 12 studies eligible to be included for data extraction. All the studies reported positive views of the students towards SCT although some identified concerns and drawbacks. The students stated that they could better perceive the relationship between basic and clinical sciences, were more engaged in the learning process, and their learning experience was optimized in a course directed by SCT.
CONCLUSIONS: Overall, the students showed positive views of this approach of teaching, and their grades indicated they learned better than expected. However, mismatch and lack of coordination between instructors would make the class distracting, confusing and even disturbing. Further studies investigating different variables related to teachers and students in SCT classes are suggested.

Topics related to the brain are becoming increasingly common in cultural products such as literature and film. Media representations of the brain and mind therefore provide an interesting method for introducing first-year college students to the field of neuroscience. In this article, we describe an interdisciplinary first-year seminar that we implemented at Gettysburg College, co-taught by a cognitive neuroscientist (KDW) and a literary scholar (TFB). The course explores a number of themes, such as memory, autism, and neuroaesthetics, as well as the relationship between brain and mind, using novels, short stories, film, and theater. The success of the course highlights the benefits of using non-technical sources to introduce students to scientific concepts as well as the value of teaching collaboratively across disciplinary boundaries.

Teaching the medical sciences using team-based learning (TBL) is a complex task, which requires knowledge of both the subject matter and pedagogy. To deal with these increased demands on the teacher, a strategy where every TBL session is co-taught by a Content Expert and a Facilitator was implemented. Twelve classroom sessions focusing on the interaction between these groups of teachers and their contribution in class were observed. There are quantitative and qualitative differences in the nature of the questions that they ask. The findings provide insight into how effective TBL sessions arise from complementary questioning strategies from these parties.