Assessing an integrated team-teaching lecture in medicine and surgery program- Galala University

Abstract

Introduction: 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.

Conclusion: 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.

Keywords: Basic medical sciences; Co-teaching; Effective medical education; Integration; Student-created question; Students’ activity.

Fig. 1

Comparison between the performance of students in pre-and post-test as manifested by the percentage of students who answered each of the six MCQs correctly in pre- and post-tests

Fig. 2

Comparison between the average +/- SD of the percentage of students who answered correctly in pre- and post-tests

Fig. 3

Comparison between difficulty indices in pre-and post-test of answering each of the six MCQs correctly in pre- and post-tests

Fig. 4

Comparison between discriminative indices in pre-and post-test of answering each of the six MCQs correctly in pre- and post-tests