Publication Date
1-1-2024
Journal
Journal of Educational Evaluation for Health Professions
DOI
10.3352/jeehp.2024.21.15
PMID
38872249
PMCID
PMC11261157
PubMedCentral® Posted Date
6-13-2024
PubMedCentral® Full Text Version
Post-print
Published Open-Access
yes
Keywords
Curriculum, Humans, Education, Medical, Clinical Competence, Accreditation, Models, Educational, Accreditation, Curriculum, Medical education, Patient care
Abstract
Despite explicit expectations and accreditation requirements for integrated curriculum, there needs to be more clarity around an accepted common definition, best practices for implementation, and criteria for successful curriculum integration. To address the lack of consensus surrounding integration, we reviewed the literature and herein propose a definition for curriculum integration for the medical education audience. We further believe that medical education is ready to move beyond “horizontal” (1-dimensional) and “vertical” (2-dimensional) integration and propose a model of “6 degrees of curriculum integration” to expand the 2-dimensional concept for future designs of medical education programs and best prepare learners to meet the needs of patients. These 6 degrees include: interdisciplinary, timing and sequencing, instruction and assessment, incorporation of basic and clinical sciences, knowledge and skills-based competency progression, and graduated responsibilities in patient care. We encourage medical educators to look beyond 2-dimensional integration to this holistic and interconnected representation of curriculum integration.
Included in
Interprofessional Education Commons, Medical Sciences Commons, Medical Specialties Commons
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