Acceptance And Impact Of Integrated Teaching In Undergraduate Medical Student: An Observational Cross- Sectional Study.
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Date
2016-01
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Abstract
Background & Objective: Among various method of medical education integrated teaching help in integration of basic, clinical and psychosocial sciences. Integrated teaching involves bringing together traditionally separate subjects so that students can grasp subject with more authentic understanding. We conducted the study to compare this scientific method of teaching with traditional learning and also obtained student’s and teacher’s feedback. Methodology: After approval from ethic committee faculty members from various departments we arranged integrated teaching program on important topic. Basic science faculty were made toparticipate actively in both case based learning and hospital visits along with clinical experts. The completed program was evaluated based on structured questionnaire and student and teacher feedback. Results: Among 58 students of 8th semester students, Pre test (TL) and post test (IL) mean of incorrect answers out of 10 structured questionnaires were 4.5517 and 2.9310. There was 35.5% improvement in result after integrated method of learning. 63% of faculty members felt that integrated teaching could be very useful. 85% students were enthusiastic about the new teaching methodology& felt that they had a better clinico pathological correlation. Conclusion: The new method of integrated teaching was found to be more effective than the traditional one. This method was well accepted by faculty as well as students. So it is need of today’s medical curriculum.
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IL – Integrated Learning, TL – Traditional Learning
Citation
Kumar Sudhir, Kumar Govind, Ahmad Arshad, Ranjan Ashish, Mishra Amit, Barat D. Acceptance And Impact Of Integrated Teaching In Undergraduate Medical Student: An Observational Cross- Sectional Study. National Journal of Integrated Research in Medicine. 2016 Jan-Feb; 7(1): 93-98.