Abstract
<p>Integration implies meaningful connections that can be applied to disciplines, domains or linking education to real life practice. The essence of any integrated curriculum is a program that can improve patient care by graduating work ready professionals. Based on this approach an Integrated Discipline-Aligned (IDiAl) curriculum model is being proposed for undergraduate medical education in an effort to provide sound knowledge base with an explicit focus on clinical and professional skills so that doctors of tomorrow can meaningfully contribute to profession and society.</p>
Highlights
Integration implies meaningful connections that can be applied to disciplines, domains, or linking education to real life practice
World Federation for Medical Education, provided guidelines for undergraduate medical education to global accrediting bodies, calling on institutions to use and interpret the standards based on “own culture, resources, aspirations, and values, while still addressing the specified areas of performance.”[1]. These areas of performance are defined in terms of outcomes of a medical graduate, which with minor variations in terminology across countries, require tomorrow’s doctor to be skilful practitioner, professional and ethical, manager and leader, health advocate, scholar, communicator, collaborator, systems thinker, and life-long learner
Current curriculum of Bachelor of Medicine & Bachelor of Surgery (MBBS) in Pakistan is hospital-based spanning over 5 years followed by 1 year of house job
Summary
Integration implies meaningful connections that can be applied to disciplines, domains, or linking education to real life practice.
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