ISSN : 0975-9492


Open Access

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Authors : Dr. Sonali Sharma, Dr. Sudhanshu Kacker, Dr. Manju Jha
Keywords : horizontal integrated teaching, traditional teaching, curriculum.
Issue Date : June 2015
Abstract :
Introduction: Traditional curriculum has several limitations and drawbacks such as repetition, overlapping and lack of correlation among subjects. Medical educationist realized that there was need for integrating basic and clinical medical sciences. Integrated teaching is a step towards learning basic sciences alongwith developing approach to solve clinical cases. It was the first batch of M.B.,B.S. students in RUHS College of Medical Sciences (RUHS CMS), a constituent medical college of Rajasthan University of Health Sciences, Jaipur and an attempt was made to introduce horizontal integrated teaching aiming towards better understanding of basic sciences so that medical students enhance their diagnostic skills at an early stage and develop interest in pre-clinical subjects. Aims and objectives: To study if integrated teaching helps students understand and apply basic sciences to practice in dealing with patients and to study if integrated teaching programme aids in improving their performance and scores in examinations. Methodology: For implementing Horizontal Integrated Teaching programme, the committee framed a common table for the selected topics in concurrence with other faculty members, which were taught over a period of 4 weeks. To execute the study, 100 students of first year MBBS admitted (year 2014-15) in RUHS College of Medical Sciences, Jaipur were included and divided into two groups. A series of meetings were held to discuss Integrated Teaching Programme. Attempts were made to ensure maximum integration of topics and to avoid repetition. Teaching & learning methods were discussed and finalized to ensure active participation of students. Assessments were taken after integrated teaching sessions and after completion of overall study, studentís feedback in the form of structured questionnaire, based on five point likert scale was collected. Feedback from teaching faculty was also taken. Results and discussion: Database collected in the form of feedback questionnaire and was analyzed. In the present study 93% students responded that horizontal integrated teaching is more interesting than traditional teaching and less repetitive. 81% of students responded that they were able to correlate clinical picture of the disease after integrated teaching sessions and 85% of students were agreed that there was a good correlation of all three pre-clinical subjects. Conclusion: The present study concludes that Student grasp a more authentic understanding when integrated teaching is adopted and performance of majority of students improves.
Page(s) : 976-980
ISSN : 0975-9492
Source : Vol. 6, No.6