Abstract
Traditionally, medical school courses have consisted of team‐taught lectures with little to no integration or coordination between sessions within the same course. Team‐taught lectures generally signify that several faculty independently teach self‐enclosed topics within a course. However, many curriculums have begun to incorporate teaching modalities that increase the integration of the basic sciences. Because lectures play a role in helping students scaffold learning in tandem with small group activities many programs have sessions where faculty of different disciplines or training (different basic science disciplines or clinical medicine) co‐teach together. However, it is not clear in the literature if co‐teaching a topic is actually superior to separate, independent sessions. In this study we examined the influence of integrated co‐teaching on medical students performance in microbiology and pharmacology sessions. We present data comparing final exam score averages for four classes of first year medical school course with or without integrated co‐teaching. Student performance on integrated versus non‐integrated questions will also be presented and discussed. Finally, we will discuss data on how co‐teaching topics affects faculty and course evaluations.
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