Abstract
Abstract Accepting the assumption that integrated learning in professional education is desirable, a beginning “map” for analyzing the educational environment is developed and presented. Drawing upon the work of Tyler, Brunner, and Bloom and their own empirical work, the authors discuss those manipulatable variables, concepts to be taught, integrative threads, and integrative elements that each school can organize and develop as it attempts to achieve its stated educational objectives. Some variables that may be more powerful in bringing about integrative learning are briefly discussed.
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