An effective integrated learning programme in the first year of the medical course.

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dc.contributor.authorVyas, Ren_US
dc.contributor.authorJacob, Men_US
dc.contributor.authorFaith, Men_US
dc.contributor.authorIsaac, Ben_US
dc.contributor.authorRabi, Sen_US
dc.contributor.authorSathishkumar, Sen_US
dc.contributor.authorSelvakumar, Den_US
dc.contributor.authorGanesh, Aen_US
dc.date.accessioned2008-01-14en_US
dc.date.accessioned2009-06-03T06:26:30Z
dc.date.available2008-01-14en_US
dc.date.available2009-06-03T06:26:30Z
dc.date.issued2008-01-14en_US
dc.description.abstractBACKGROUND: An integrated approach to teaching medical subjects is an effective educational strategy. Yet, this has not become popular in medical colleges in India. We describe an integrated learning programme to teach the gastrointestinal system in the first year of the medical course. METHODS: The integrated learning programme was conducted for 3 years (2003-2005). It incorporated elements of problem-based learning, early clinical exposure, lectures and small group laboratory work. Student assessment was formative (for problem-based learning sessions) and summative (using problem-based learning and knowledge tests). Evaluation of the programme was based on feedback from the students and faculty members. RESULTS: Ninety-six per cent of the students obtained more than 60% marks in the problem-based learning test. The mean (SD) score in the knowledge test was 62 (0.89)%. The majority of students received satisfactory and more than satisfactory grades for their performance in the problem-based learning sessions. The feedback from faculty members and students was positive, which highlighted benefits such as integrated learning of the basic sciences, their application to clinical cases and active student learning. The challenges encountered included the higher input required from faculty members. Most of the faculty members and students recommended that the integrated programme should be continued and extended to other parts of the curriculum. CONCLUSION: An integrated learning programme is feasible within a conventional medical curriculum of an Indian medical college.en_US
dc.description.affiliationDepartment of Physiology, Christian Medical College, Vellore 632002, Tamil Nadu, India. rashmivyas@cmcvellore.ac.inen_US
dc.identifier.citationVyas R, Jacob M, Faith M, Isaac B, Rabi S, Sathishkumar S, Selvakumar D, Ganesh A. An effective integrated learning programme in the first year of the medical course. National Medical Journal of India. 2008 Jan-Feb; 21(1): 21-6en_US
dc.identifier.urihttps://imsear.searo.who.int/handle/123456789/119046
dc.language.isoengen_US
dc.source.urihttps://www.nmji.inen_US
dc.subject.meshCurriculumen_US
dc.subject.meshEducation, Medical, Undergraduateen_US
dc.subject.meshEducational Measurementen_US
dc.subject.meshFeasibility Studiesen_US
dc.subject.meshGastrointestinal Tracten_US
dc.subject.meshHumansen_US
dc.subject.meshIndiaen_US
dc.subject.meshModels, Educationalen_US
dc.subject.meshProblem-Based Learningen_US
dc.subject.meshProgram Developmenten_US
dc.subject.meshProgram Evaluationen_US
dc.subject.meshQuestionnairesen_US
dc.subject.meshSchools, Medical --trendsen_US
dc.subject.meshTeachingen_US
dc.titleAn effective integrated learning programme in the first year of the medical course.en_US
dc.typeJournal Articleen_US
dc.typeResearch Support, Non-U.S. Gov'ten_US
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