Developing a Framework of Integrated Competencies for Adaptive Expertise in Integrated Physical and Mental Health Care.

Despite the emergence of the integrated care (IC) model, IC is variably taught and is challenged by current siloed competency domains. This study aimed to define IC competencies spanning multiple competency domains. Iterative facilitated discussions were conducted at a half-day education retreat with 25 key informants including clinician educators and education scientists.

Reconsidering Basic: Integrating Social and Behavioral Sciences to Support Learning.

Purpose: The integration of basic science mechanistic knowledge (pathophysiology and etiology) with clinical features (signs and symptoms) during learning leads to robust cognitive representations in novices and supports the development of clinical reasoning, including better diagnostic accuracy and later learning of related concepts. However, previous studies have used a limited scope of traditional biomedical sciences, including biochemistry, anatomy, and physiology. The use of extended forms of foundational knowledge, including behavioral and sociological sciences, that have been proposed to support learning and performance in complex health systems remains unexplored.