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.

Mapping Evidence of Patients' Experiences in Integrated Care: A Scoping Review.

Objectives: Despite the established clinical and cost-effectiveness of integrated care (IC) models for patients with comorbid mental and physical illness, little is known about whether these models facilitate a better care experience from the patient's perspective. The authors conducted a scoping review of the literature to explore how IC influences patients' care experiences.

Methods: MEDLINE, EMBASE, PSYC INFO CINAHL, AMED, the Cochrane Library, and grey literature were searched to identify relevant articles.

Using simulation to explore medical students' understanding of integrated care within geriatrics.

Background: Given the increasing evidence and expansion of integrated care (IC) in healthcare, new IC curricula introduced early in undergraduate medical education (UME) are needed. Building on a pilot IC simulation called "Getting to Know Patients' System of Care" (GPS-Care), we aimed to explore students' understanding of patients' complex physical and mental health needs, and to increase our understanding of how students learned in this simulation.

Methods: 177 of 259 first-year medical students participated in GPS-Care at the University of Toronto.

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.

Mapping Evidence of Patients' Experiences in Integrated Care Settings: A Protocol for a Scoping Review.

Introduction: Integrated care (IC) models have emerged to address gaps in care for individuals with complex healthcare needs. Although the clinical and cost-effectiveness of IC models are well-established, our understanding of whether IC models facilitate a patient-centred care experience from the patients' perspective is not well understood. This scoping review aims to comprehensively map the literature to provide a broad overview of patients' experiences in IC settings with a focus on the experiences of complex patients with comorbid mental and physical illnesses.

Contexts, concepts and cognition: principles for the transfer of basic science knowledge.

Context: Transfer of basic science aids novices in the development of clinical reasoning. The literature suggests that although transfer is often difficult for novices, it can be optimised by two complementary strategies: (i) focusing learners on conceptual knowledge of basic science or (ii) exposing learners to multiple contexts in which the basic science concepts may apply. The relative efficacy of each strategy as well as the mechanisms that facilitate transfer are unknown.