{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,30]],"date-time":"2026-06-30T10:07:47Z","timestamp":1782814067245,"version":"3.54.5"},"reference-count":22,"publisher":"Wiley","issue":"7","license":[{"start":{"date-parts":[[2001,12,25]],"date-time":"2001-12-25T00:00:00Z","timestamp":1009238400000},"content-version":"vor","delay-in-days":542,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["asmepublications.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Medical Education"],"published-print":{"date-parts":[[2000,7]]},"abstract":"<jats:p>Integration has been accepted as an important educational strategy in medical education. Discussions about integration, however, are often polarized with some teachers in favour and others against integrated teaching. This paper describes 11 points on a continuum between the two extremes.<\/jats:p>\n                  <jats:p>\u2022 Isolation<\/jats:p>\n                  <jats:p>\u2022 Awareness<\/jats:p>\n                  <jats:p>\u2022 Harmonization<\/jats:p>\n                  <jats:p>\u2022 Nesting<\/jats:p>\n                  <jats:p>\u2022 Temporal co\u2010ordination<\/jats:p>\n                  <jats:p>\u2022 Sharing<\/jats:p>\n                  <jats:p>\u2022 Correlation<\/jats:p>\n                  <jats:p>\u2022 Complementary<\/jats:p>\n                  <jats:p>\u2022 Multi\u2010disciplinary<\/jats:p>\n                  <jats:p>\u2022 Inter\u2010disciplinary<\/jats:p>\n                  <jats:p>\u2022 Trans\u2010disciplinary<\/jats:p>\n                  <jats:p>As one moves up the ladder, there is less emphasis on the role of disciplines, an increasing requirement for a central curriculum, organizational structure and a requirement for greater participation by staff in curriculum discussions and planning.<\/jats:p>\n                  <jats:p>The integration ladder is a useful tool for the medical teacher and can be used as an aid in planning, implementing and evaluating the medical curriculum.<\/jats:p>","DOI":"10.1046\/j.1365-2923.2000.00697.x","type":"journal-article","created":{"date-parts":[[2002,7,26]],"date-time":"2002-07-26T06:20:51Z","timestamp":1027664451000},"page":"551-557","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":305,"title":["The integration ladder: a tool for curriculum planning and evaluation"],"prefix":"10.1111","volume":"34","member":"311","published-online":{"date-parts":[[2001,12,25]]},"reference":[{"key":"e_1_2_4_2_2","first-page":"1","article-title":"Physicians for the Twenty\u2010first Century: Report of the project panel on the General Professional Education of the Physicians and College Preparation for Medicine","volume":"59","author":"Association of American Medical Colleges","year":"1984","journal-title":"J Med Educ"},{"key":"e_1_2_4_3_2","first-page":"S1","article-title":"Educating medical students \u2013 the ACME\u2010TRI report with supplements","volume":"68","author":"Anderson MB","year":"1993","journal-title":"Acad Med"},{"key":"e_1_2_4_4_2","unstructured":"General Medical Council.Tomorrow\u2019s doctors: Recommendations on undergraduate medical education. 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