Modeling integration: co-teaching basic and clinical sciences medicine in the classroom

References

• IrbyDMCookMO’BrienBCCalls for reform of medical education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010Acad Med201085222022720107346
   PubMed Web of Science ®Google Scholar
• GoldmanESchrothWSPerspective: deconstructing integration: a framework for the rational application of integration as a guiding curricular strategyAcad Med201287672973422534596
   PubMed Web of Science ®Google Scholar
• WoodsNNBrooksLRNormanGRIt all make sense: biomedical knowledge, causal connections and memory in the novice diagnosticianAdv Health Sci Ed Theory Pract2007124405415
   PubMed Web of Science ®Google Scholar
• KulasegaramKMChaudharyZWoodsNDoreKNevilleANormanGContexts, concepts and cognition: principles for the transfer of basic science knowledgeMed Educ201751218419528084052
   PubMed Web of Science ®Google Scholar
• CheungJJHKulasegaramKMWoodsNNMoultonCRingstedCVBrydgesRKnowing how and knowing why: testing the effect of instruction designed for cognitive integration on procedural skills transferAdv Health Sci Educ Theory Pract2018231617428434131
   PubMed Web of Science ®Google Scholar
• GraffamBActive learning in medical education: strategies for beginning implementationMed Teach2007291384217538832
   PubMed Web of Science ®Google Scholar
• SchwartzsteinRMRobertsDHSaying goodbye to lectures in medical school – paradigm shift or passing fadN Engl J Med2017377760560728813217
   PubMed Web of Science ®Google Scholar
• GülpinarMAYeğenBCInteractive lecturing for meaningful learning in large groupsMed Teach200527759059416332549
   PubMed Web of Science ®Google Scholar
• PrinceMJFelderRMInductive teaching and learning methods: definitions, comparisons, and research basesJ Eng Educ2006952123138
   Web of Science ®Google Scholar
• CoopersteinSEKocevar-WeidingerEBeyond active learning: a constructivist approach to learningRef Serv Rev2010322141148
   Google Scholar
• KnowlesMSSelf-Directed Learning: A Guide for Learners and TeachersChicago, ILFollett Publishing Company1975
   Google Scholar
• BandieraGBoucherANevilleAKuperAHodgesBIntegration and timing of basic and clinical sciences educationMed Teach201335538138723444888
   PubMed Web of Science ®Google Scholar
• CrowJSmithLUsing co-teaching as a means of facilitating inter-professinal collaboration in health and social careJ Interprof Care20041714555
   Google Scholar
• HopkinsRPrattDBowenJLRegehrGIntegrating basic science without integrating basic scientists: reconsidering the place of individual teachers in curriculum reformAcad Med201590214915325140528
   PubMed Web of Science ®Google Scholar
• HigginsLMLitzenbergKKTransferring experience through team teaching: the chance of a lifetimeColl Teach2015633105111
   Google Scholar
• HelmsMMAlvisJMWillisMPlanning and implementing shared teaching: an MBA team-teaching case studyJ Educ Bus20058112934
   Google Scholar
• LeeMWSoborowiczMBEvaluation of team-teaching as a means of integrating microbiology and pharmacologyMed Sci Ed2015254497502
   Google Scholar
• ScottPJAltenburgerPAKeanJA collaborative teaching strategy for enhancing learning of evidence-based clinical decision-makingJ Allied Health201140312012721927777
   PubMedGoogle Scholar
• TraYEvansIMEnhancing interdisciplinary mathematics and biology education: a microarray data analysis course bridging these disciplinesLife Sci Ed20109Fall217226
   Google Scholar
• NobelDBMochrieSGJO’HernCSPollardTDReganLPromoting convergence: the integrated graduate program in physical and engineering biology at Yale University, a new model for graduate educationBiochem Mol Biol Ed2016446537550
   Web of Science ®Google Scholar
• HardenRMThe integration ladder: a tool for curriculum planning and evaluationMed Ed2000347551557
   PubMed Web of Science ®Google Scholar
• KulasegaramKMMartimianakisMAMylopoulosMWhiteheadCRWoodsNNCognition before curriculum: rethinking the integration of basic science and clinical learningAcad Med201388101578158523969375
   PubMed Web of Science ®Google Scholar
• StevensonFTBoweCMGandour-EdwardsRKumariVGPaired basic science and clinical problem-based learning faculty teaching side by side: do students evaluate them differently?Med Ed2005391194201
   Google Scholar
• KolluruSRoeschDMde la FuenteAAA multi-instructor, team-based, active-learning exercise to integrate basic and clinical science contentAm J Pharm Ed201276217
   Web of Science ®Google Scholar
• SaklesJCMaldonadoRJKumariVGIntegration of basic sciences and clinical medicine in a clerkship: a pilot studyMed Sci Ed201616149
   Google Scholar
• WilkensKMMooreDRohrbaughRMBriscoeGWIntegration of basic and clinical science in the psychiatry clerkshipAcad Psychiatry201741336937227882519
   PubMed Web of Science ®Google Scholar
• Hmelo-SilverCEDuncanRGChinnCAScaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller, and Clark (2006)Educ Psychol200742299107
   Web of Science ®Google Scholar
• ElkowitzDESocratic questioning to engage learnersFornariAPoznanskiAHow to Guide for Active LearningHuntington, WVInternational Association of Medical Science Educators2015
   Google Scholar
• BraunVClarkeVUsing thematic analysis in psychologyQual Res Psychol20063277101
   Google Scholar
• HambletonRKSwaminathanHRogersHJFundamentals of IEM Response TheoryNewbury Park, CASage1991
   Google Scholar
• SouthwickFKatonaPKaffmanCISDA guidelines for improving the teaching of preclinical medical microbiology and infectious diseaseAcad Med2010851192220042815
   PubMed Web of Science ®Google Scholar
• HattieJACDonoghueGMLearning strategies: a synthesis and conceptual modelNPJ Sci Learn2016116013
   PubMedGoogle Scholar
• SharmaNLauCSDohertyIHarbuttDHow we flipped the medical classroomMed Teach201537432733024934251
   PubMed Web of Science ®Google Scholar
• McLaughlinJERothMTGlattDMThe flipped classroom: a course redesign to foster learning and engagement in a health professions schoolAcad Med201489223624324270916
   PubMed Web of Science ®Google Scholar
• GostelowNBarberJGishenFBerlinAFlipping social determinants on its head: medical student perspectives on the flipped classroom and simulated patients to teach social determinants of healthMed Teach Epub2018 219
   Web of Science ®Google Scholar
• WhiteCBradleyEMartindaleJWhy are medical students ‘checking out’ of active learning in a new curriculum?Med Ed2014483315324
   PubMed Web of Science ®Google Scholar
• AndersonRSpeckBW“Oh what a difference a team makes”: why teamteaching makes a differenceTeach Teacher Educ1998147671686
   Web of Science ®Google Scholar