For a long time it was believed that students would see for themselves how things fit together. Unfortunately, students tend to learn what we teach and if we teach connectedness and integration, they know that. With the implementation of learner-centered curricula in science and medical education, faculty are incorporating new and innovative techniques in the classroom to promote student engagement and critical thinking. There is a growing interest in developing interdisciplinary and integrated curricula. Interdisciplinary team teaching incorporates facilitators from various disciplines and specialties to integrate concepts that promote the content application. This forces physiologists to synthesize the content across other fields that are designed to be mutually reinforcing. While it is beneficial for the students, developing an integrated curriculum presents challenges for faculty.
Here, we discuss methods and approaches to develop, teach and assess integrated sessions. This Research Topic will be a resource for physiology faculty and any faculty within the educational system.
In this educational Research Topic, we welcome manuscripts that help to address some of the following essential questions:
1) What are the “best practices” for teaching students in interdisciplinary sessions?
2) What best approach addresses different students’ interests in interdisciplinary sessions?
3) What are the pros and cons of an integrated curriculum?
4) How do you develop interdisciplinary session objectives within a given curriculum guide?
5) What techniques and methods can you use to integrate physiology content with other disciplines within a session or course?
6) How do we develop a cross-curricular assessment?
7) What software tools are available to integrate physiology with other disciplines?
For a long time it was believed that students would see for themselves how things fit together. Unfortunately, students tend to learn what we teach and if we teach connectedness and integration, they know that. With the implementation of learner-centered curricula in science and medical education, faculty are incorporating new and innovative techniques in the classroom to promote student engagement and critical thinking. There is a growing interest in developing interdisciplinary and integrated curricula. Interdisciplinary team teaching incorporates facilitators from various disciplines and specialties to integrate concepts that promote the content application. This forces physiologists to synthesize the content across other fields that are designed to be mutually reinforcing. While it is beneficial for the students, developing an integrated curriculum presents challenges for faculty.
Here, we discuss methods and approaches to develop, teach and assess integrated sessions. This Research Topic will be a resource for physiology faculty and any faculty within the educational system.
In this educational Research Topic, we welcome manuscripts that help to address some of the following essential questions:
1) What are the “best practices” for teaching students in interdisciplinary sessions?
2) What best approach addresses different students’ interests in interdisciplinary sessions?
3) What are the pros and cons of an integrated curriculum?
4) How do you develop interdisciplinary session objectives within a given curriculum guide?
5) What techniques and methods can you use to integrate physiology content with other disciplines within a session or course?
6) How do we develop a cross-curricular assessment?
7) What software tools are available to integrate physiology with other disciplines?