Retrieval and Integration: Making Histology Physiological

Integration of teaching and of learning is a central goal in medical education. Some of the main challenges towards achieving this goal include fostering interdisciplinary connections as well as the applicability of material taught and learned to clinical practice. Integration of histology with histopathology or physiology has been described in various curricula models and with different formats including lecture, small group, case‐based or problem‐based. The challenge of integration of multiple knowledge streams in medical education draws parallels with a similar challenge within the healthcare informatics scientific community: how to achieve and deliver semantic integration of heterogeneous textual medical knowledge coming from healthcare information. The development of retrieval practice and tools for measuring effectiveness of retrieval have historically been associated with knowledge: retrieval has a complex role in testing, encoding of information, accessibility of knowledge and retention. Several models have been described for measuring the effectiveness of retrieval of information. Placing the challenge of integration within the context of retrieval of knowledge gained in two subject domains ‐ histology and physiology ‐ requires innovation in teaching, learning, and assessment. Many of the approaches for integration in the teaching and learning histology and physiology draw on established methods of teaching and learning in medical education. To enhance retrieval and integration in histology and physiology, innovative strategies need to be explored that address the (a) development of proper links between retrieval practice and integration of these two disciplines (b) identification and selection of appropriate retrieval methods and tools that map properly to the integration of knowledge in histology and physiology as well as their application in clinical or professional practice.