Download PDF
Open Access
CC BY-NC-ND 4.0 · Journal of Health and Allied Sciences NU 2016; 06(02): 024-026
DOI: 10.1055/s-0040-1708635
Original Article

Effectiveness of Integrated Teaching Module among Final Year Medical students

Authors

  • Akshatha Rao Aroor

    1   Associate Professor, Department of General Medicine, Father Muller Medical College, Mangalore

  • Dileep K. S.

    2   Assistant Professor, Department of Orthopaedics, Department of Orthopaedics, K. S. Hegde Medical Academy, Mangalore, India

  • Rama Prakasha Saya

    3   Assistant Professor, Department of EM and Trauma, Jawaharlal Institute of Post graduate Medical Education and Research, Puducherry

  • Sudheendra Rao

    4   Associate Professor, Department of General Medicine, K. S. Hegde Medical Academy, Mangalore, India
Further Information
Also available at
 PDF Download Permissions and Reprints
Preview

Abstract

Background: Didactic lectures and the current practice of teaching in Medical colleges has many limitations. Correlation and integration of knowledge into practice becomes difficult in the absence of integrated teaching at appropriate levels in medical curriculum.

Aim: To assess the effectiveness of the vertical integrated teaching method among the final year MBBS students and to study the attitude towards integrated teaching. Materials and Methods: This is a prospective study conducted among 102 final year MBBS students at a tertiary care medical college hospital in South India. The teaching was implemented by the active participation of faculty from the departments of Physiology, Pathology and General Medicine on a single topic. Students' knowledge about the subject before and after the session was evaluated by a questionnaire of 20 questions (Pre-test and Post-test). The mean score before and after the session was compared using the paired't' test. The students were also asked to give their feedback about the usefulness of this method in improving their knowledge.

Results: The mean scores before and after the session were 8.8± 2.87 and 16.88±1.23 (p value < 0.001). Majority of the students (97.1%) opined the need for integrated teaching to be a part of medical curriculum. Most of them (54.9%) felt the need for integrated teaching to be conducted monthly. On self-grading the knowledge on a scale of 1 to 10 before and after the session, the mean scores were 4.73±1.84 and 7.83±1.86 respectively (p value < 0.001). Conclusion: The integrated teaching was found to be an effective method of teaching. Medical students had a positive attitude towards integrated teaching.

Keywords

Effectiveness - Integrated teaching - Medical Students


Publication History

Received: 22 December 2015

Accepted: 15 April 2016

Article published online:
22 April 2020

© .

Thieme Medical and Scientific Publishers Private Ltd.
A-12, Second Floor, Sector -2, NOIDA -201301, India

 

  • References

  • 1 Kate MS, Kulkarni UJ, Supe A, Deshmukh YA. Introducing integrated teaching in undergraduate medical curriculum. International Journal of Pharma Sciences and Research 2010; 1:18-22.
  • 2 Tejinder Singh: Principles of medical education, Fourth edition. Jaypee publishers, 2013.
  • 3 Dandannavar VS. Effect of Integrated Teaching Versus Conventional Lecturing on MBBS phase I students. Recent Res Sci Technol 2010; 2:40-8.
  • 4 Raman VLM, Raju KS. Study on Effectiveness of Integrated Lecture Module versus Didactic Lecture Module in Learning Skills. IOSR Journal of Dental and Medical Sciences 2015; 14:14-6.
  • 5 Doraisamy R, Radhakrishnan S. The effectiveness of integrated teaching over traditional teaching among first year MBBS students: A preliminary Study. Med J DY Patil Univ 2013; 6:139-41.
  • 6 Tripathi R, Sarkate P, Jalgaonkar S. Introduction of Integrated lecture module: performance and perception of II year medical students. Int J Pharmacol and Clin Sci 2013; 2:47-54.
  • 7 Shah S, Saiyad S, Mahajan N. Introduction of integrated teaching in I MBBS: perspective of students. International Journal of Basic & Applied Physiology 2014; 3:349-52.
  • 8 Ghosh S, Pandya HV. Implementation of Integrated Learning Program in neurosciences during first year of traditional medical course: Perception of students and faculty. BMC Medical Education 2008; 8:44.
  • 9 Kumari MKK, Vijaya V, Mysorekar, Raja S. Students's perception about integrated teaching in an undergraduate medical curriculum. J Clin Diagn Res 2011; 5:1256-9.
  • 10 Sharma L, Gaur KL, Mishra RK, Mathur S, Jain M, Singhal S, et al. Case based integrated teaching of diabetes mellitus to second MBBS student. International Journal of Recent Scientific Research Research 2014; 5:988-91.
  • 11 Lohitashwa R, Narendra SS, Mufti M. Evaluation of impact of Integrated Teaching over Didactic lecture on student learning. J Educational Res & Med Teach 2014; 2:14-6.
  • 12 Smith SR. Toward an Integrated Medical curriculum. Med Health R I 2005; 88:258-61.
  • 13 Haranath PS. Integrated teaching in medicine-Indian scene. Indian J Pharmacol 2013; 45:1-3.