Fig. 1

Designing WSLA modules. Schematic representation of the different phases leading to the implementation of WSLA modules. The European Higher Education Area (EHEA) and national agencie (ANECA) determine the regulatory context as well as skills and learning objectives for Medical Education. First (a), an Integration Subcommittee identifies a set of learning objectives that could be potentially integrated across subjects. Next, faculty members describe the learning objectives suitable for a particular integrated module, like for example pH control which can integrate objectives from Biochemistry and Physiology. Each integrated module can target different subset of objectives (i.e. A, B and C identified with different colors in the scheme) (b). Then, each module is conceptualized in the best teaching environment (i.e. laboratory, simulated hospital, etc.…) by identifying the best clinical case, as well as the more suitable information and communication technologies (ICT) plus other resources to be used (c). This yields to the final configuration of WSLA for each particular module (d). Each WSLA involve a detailed script and individual Readiness Assurance Tests (iRAT). Rotations along different workstations proceed under the supervision of teachers. Each WSLA terminates with a debriefing session. Our instrument is flexible and scalable; several WSLA modules could be combined (color coded WSLAs) to contribute the curricula integration achievement. The more WSLA modules are implemented the larger the integration level of the curriculum (e)