Students’ view on supportive co-teaching in medical sciences: a systematic review

Abstract

Background Supportive co-teaching (SCT) is the practice of employing two or more experts whose knowledge and experiences are needed simultaneously to make a connection across different disciplines in a classroom. Although this interdisciplinary approach seems to be beneficial, there are many features which need further examination. This study was conducted to systematically review studies addressing the use of this approach and learners’ views on SCT in medical sciences. Methods We searched for the studies addressing students’ views on SCT in medical sciences from January1st 2000 to June 31st, 2019. All the studies, both quantitative and qualitative published in English language, investigating the students’ views on SCT, in non-clinical courses in the setting of medical sciences were included. We searched electronic databases of PubMed, Scopus, Embase, Web of Science, WHO Global Health Library, Health Systems Evidence, and ERIC with the keywords and phrases related to the topic which were: “co-teaching”, “team teaching”, “collaborative teaching”, “peer-to-peer co-teaching”, “partnership teaching”, and“ teacher collaboration”. Results By the initial search, 9806 studies were found and after deletion of duplicates and screening, 111 remained for selection. Upon the independent review by two researchers, we were able to discern 12 studies eligible to be included for data extraction. All the studies reported positive views of the students towards SCT although some identified concerns and drawbacks. The students stated that they could better perceive the relationship between basic and clinical sciences, were more engaged in the learning process, and their learning experience was optimized in a course directed by SCT. Conclusion Overall, the students showed positive views of this approach of teaching, and their grades indicated they learned better than expected. However, mismatch and lack of coordination between instructors would make the class distracting, confusing and even disturbing. Further studies investigating different variables related to teachers and students in SCT classes are suggested.

Enhancing the student learning experience: Co‐teaching biochemistry and clinical sciences within the dental curriculum

“…The cohesion, flow and consistency of the complementary sections could also potentially be enhanced. These proposals are consistent with limitations previously identified for co‐teaching reported in other studies 19,21,22 . Indeed, imbalance between instructors was identified as a significant barrier to effective collaborative teaching.…”

“…Indeed, imbalance between instructors was identified as a significant barrier to effective collaborative teaching. Poor coordination is known to confuse students, reduces engagement, and compromises the learning experience 19,21,22 . These issues can be reduced by actively involving the partner instructor during teaching.…”

“…This is in agreement with Dehnad et al who reported that medical students gained a better perception of the relationship between basic and clinical sciences, and engage better in the learning process, with a co-teaching approach. 19 Kruzewski et al also reported that a co-teaching approach facilitated greater translation of knowledge into clinical practice and development of more optimal learning experiences among nursing students. 10 Other factors that students identified as contributory toward their positive experience included increased engagement with the co-teaching lecturers, which added both value and increased interest.…”

Collaborative Teaching plus (CT+): A Timely, Flexible, and Dynamic Course Design Implemented during Emergency Remote Teaching in an Introductory Biology Course

“…And second, the multiple instructors’ roles and expectations could have been unclear and confusing for the students (i.e., instructor deficit). In a systematic review of co-teaching in medical sciences, Dehnad et al. (2021) described how a lack of coordination between two instructors could lead to disjoined or distracting class sessions for students.…”

Description of Increasing the Number of Research and Publication of Lecturers at the Indonesian Christian University, East Jakarta

“…Even if there are lecturers who do publications, it is not proportional to the number of lecturers and the results of publications. Lecturers fulfill the obligation to write scientific papers (published/ unpublished), because as a certified lecturer (Dehnad et al, 2021). Lecturers who have received certification funds are required to provide a report on the implementation of the tridarma.…”