Presented By: Lindsay Benedik, Wright State University Boonshoft School of Medicine
Co-Authors: Stephanie Johnson, Wright State University Boonshoft School of Medicine
Chasity O'Malley, Wright State University Boonshoft School of Medicine

Purpose 
The push towards more integrated medical school curricula and the decreasing time allotted for foundational and pre-clinical material requires the employment of creative approaches to teach the same amount of content in a shorter time frame. In addition, the continued emphasis on the importance of interdisciplinary and interprofessional collaboration lends another challenge to medical educators who must be more purposeful in providing positive examples of this collaboration while delivering content in a concise manner. The use of active learning strategies, such as peer instruction (PI), has been well established, however the execution of such activities by an interdisciplinary teaching team is not widely used. Our team collaborated to develop PI sessions through an interdisciplinary lens.

Methods 
Peer Instruction (PI) has been utilized at Boonshoft School of Medicine for seven years, and during this time, the need for interdisciplinary sessions was identified. With constraints on time for delivery of content, faculty across disciplines including pathology, pharmacology, physiology, and microbiology have collaborated to develop PI sessions and questions to address various disciplinary learning objectives. End of module evaluations were used to identify key areas for integration.

Results 
The examples of integrated sessions and questions presented demonstrate how various disciplines can work together to build collaborative content to further student learning and understanding of complex topics. The framework for session design and practical tips for successful integration will be shared.

Conclusion 
Integration of various disciplines into PI sessions and within PI questions has allowed for additional content to be presented and provided for students to gain a better understanding of the interconnected concepts across disciplines. Faculty appreciate the cooperation, and students observe the collaborative nature of medicine.