Background A study at Xavier University School of Medicine introduced an integrated-shared teaching model to address the challenges of medical education. This new approach combines physiology, biochemistry, and pathology into single, organ-system-based sessions, aiming to reduce content redundancy and promote a holistic understanding. This integrated model uses cognitive learning theory to improve retention. By linking subjects like physiology and pathology, it helps students form interconnected mental frameworks called schemata. This reduces cognitive load, moving beyond simple memorization to a deeper, more meaningful understanding that's easier to apply in clinical practice. MethodsThe study included 73 medical students across two cohorts (first-year MD3 and second-year MD5). It used a one-group pretest-posttest design with clinical vignette questionnaires. In addition to the integrated lectures, students participated in interactive in-class assignments, like one-line answers and flowcharts, to encourage real-time engagement and provide formative feedback. ResultsThe results showed significant improvement in learning outcomes for both groups. The first-year MD3 students’ average scores rose from 5.19 to 7.40, while the second-year MD5 students' scores increased from 2.73 to 4.87. Both results were statistically significant (p-value<0.001). In-class activity scores, which averaged 4.45 for MD3 and 3.82 for MD5, confirmed high levels of student engagement and participation. Conclusions In conclusion, this integrated-shared teaching model, when combined with in-class assessments, demonstrably improves knowledge acquisition and retention in basic science medical education. By fostering interdisciplinary connections and reducing cognitive load, this method helps cultivate the critical thinking skills essential for future medical professionals.
Gowda et al. (Mon,) studied this question.