Table 3 Characteristics of included studies
From: Students’ view on supportive co-teaching in medical sciences: a systematic review
Authors/journal | Study’s features | |||||
|---|---|---|---|---|---|---|
Discipline | Course | Degree | Research Type | Major Findings | ||
1 | Crow & Smith 2003 Journal of Interprofessional Care [14] | Health and social care | Ideology and collaboration in health and social care | Undergraduate | Qualitative | ▪ The deliberate use of the interactions made possible by co-teaching enabled the tutors to create an active learning environment that facilitated the teaching of collaboration. ▪ Co-teaching was found rewarding and enjoyable. It is also time-consuming and costly. ▪ Co-teaching enhances student learning and improves the effectiveness of teaching. It has enormous potential for teaching interprofessional collaboration and staff development. |
2 | Edwards JC, van Walsum K, Sanders CW, Fossum TV, Sadoski M, Bramson R, and Wiprud RM. 2004 Journal of Veterinary Medical Education [2] | Medicine | Laparoscopy surgery | Medical and veterinary medical students | Quantitative | ▪ Increase of surgical confidence, inter-professional collaboration and collaboration with veterinary students was reported by medical students. ▪ The attitudes of the veterinary medical students remained constant for the scales measuring confidence in surgical skill and collaboration with medical students. However, after the experiment, the veterinary medical students’ attitude toward inter-professional collaboration in general was significantly less positive than before. |
3 | Bondos & Phillips 2008 Biochemistry and Molecular Biology Education [12] | Biology | Biology | Undergraduate | Quantitative | ▪ The majority of students found the course very interesting. ▪ The students were comfortable with the team-teaching approach and indicated that they would recommend the class to a friend. ▪ The course stimulated a long-term interest in biology. |
4 | Kruszewski A, Brough E, Killeen MB 2009 Journal of Nursing Education [25] | Second-degree nursing | Evidence-based practice (EBP) and acute care of patients and families across the life span | Bachelor of science | Qualitative-quantitative | ▪ Students reported a high level of satisfaction with the shared clinical project. ▪ Students rated themselves highest on their ability to develop a clinical problem statement; retrieve, critique, and synthesize evidence; and write an EBP protocol. ▪ Students rated themselves lower in their ability to implement a practice change. ▪ Students reported they liked the opportunity to put class material immediately into practice through their EBP project. |
5 | Scott PJ, Altenburger PA, Kean J 2011 Journal of Allied Health [20] | Occupational and physical therapy | Evidenced based practice | Master of science for Occupational therapy students and Doctorate for physiotherapy students | Survey-qualitative | ▪ Placing students with clinicians in a therapeutic environment instead of a classroom added a level of realism that further enhances student motivation. ▪ Majority of students strongly agreed with description of the course as outstanding, and believed that it stimulated thinking, and they learned a lot during the course. ▪ 25% of students reported that the real-life clinical nature of this collaborative approach was valuable for learning, and 19% felt greater motivation to participate in the project because of its potential impact on clinical practice. ▪ Surveys of the clinicians at the end of the semester revealed that most therapists did not make any change in their search for evidence. |
6 | Kolluru S, Roesch DM, Akhtar de la Fuente A 2012 American Journal of Pharmaceutical Education [19] | Doctor of pharmacy curriculum | Integrated pharmaco-therapy | Doctorate | Qualitative-quantitative | ▪ The integrated exercise (with multiple instructors) improved perceptions of students about various aspects of the topic. ▪ Multi-disciplinary team-teaching enhanced students’ understanding of basic science concepts. ▪ Although several survey statements indicated improved student perceptions of the course compared with those of the previous year, none of the differences were significant |
7 | Christensen et al. 2015 Journal of Clinical Nursing [23] | Nursing | Bioscience-clinical nursing | Undergraduate | Quantitative | ▪ Students indicated that they could contextualize bioscience concepts with clinical nursing practice and made links with patient care. ▪ In a nursing practice subject, a bioscientist focused on the needs of nursing students complements the nursing lecture. ▪ Second-year students indicated that they better recognized relevance of bioscience to nursing. |
8 | Moore RM, Darby KH, Blake ME 2016 Journal of Evidence-Informed Social Work [26] | Social work | Capstone course | Master of science | Exploratory study-Survey | ▪ The more a student embraced the course content, the more confident he/she became in preparing for the comprehensive exam. ▪ All involved (faculty and students) discovered a real sense of empowerment. ▪ The decrease in the failure rate for the comprehensive exam between 2013 (18%) and 2014 (4.3%) could in part be attributed to what faculty learned from each other and how what they learned informed their teaching. |
9 | Craft et al. 2017 Nurse Education Today [22] | Nursing | Pathophysiology workshop | Undergraduate | Mixed methods | ▪ Team-teaching that employs active learning strategies is an effective approach to assist nursing students to integrate bioscience knowledge into their nursing practice. |
10 | Sharma S, kirti R, Ali A, Takhelmayum R, Mahto M, Nair R 2017 Journal of the National Medical Association [24] | Medicine | Diabetes mellitus and alcohol and liver disease | Undergraduate medical student | Quantitative | ▪ Both conventional and co-teaching were significantly effective in increasing the knowledge scores (p = 0.0001) with no significant difference (p = 0.59) in learning outcomes between the two. ▪ Co-teaching showed better knowledge retention compared to conventional teaching (p = 0.008). |
11 | Wilkins KM, Moore D, Rohrbaugh RM, Briscoe GW 2017 Acad Psychiatry [21] | Medicine | Dementia conference | Undergraduate | Quantitative | ▪ Students in the flipped curriculum group were significantly more likely to report that the session enabled them to achieve a deeper understanding of the clinical science of dementia compared to participants in the co-teaching group. Other survey responses did not differ significantly between the two groups. ▪ Both groups agreed that the integration of basic and clinical science (as it was presented in their respective session format) should be implemented elsewhere in the curriculum |
12 | Willey JM, Lim YS, Kwiatkowski T 2018 Advances in medical education and practice [13] | Medicine | Immunology/microbiology course | Undergraduate and graduate | Quantitative-qualitative analyzed for themes. | ▪ A significant majority of students (92%) reported they understood the connection between basic and clinical sciences better with co-teaching (compared to solo-teaching). ▪ A plurality of students indicated that co-teaching provided a better overall learning experience (81%), was more engaging (74%) and made it easier to apply content (74%). |