Interdisciplinary Integration of the CVS Module and Its Effect on Faculty and Student Satisfaction as Well as Student Performance

Nasra N Ayuob,Abdulrahman F Alsaba,Lana A Alshawa,Basem S Eldeek

doi:10.1186/1472-6920-12-50

Nasra N Ayuob, Abdulrahman F Alsaba + Show 2 more

Open Access

https://doi.org/10.1186/1472-6920-12-50

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Abstract

BackgroundBeyond the adoption of the principles of horizontal and vertical integration, significant planning and implementation of curriculum reform is needed. This study aimed to assess the effect of the interdisciplinary integrated Cardiovascular System (CVS) module on both student satisfaction and performance and comparing them to those of the temporally coordinated CVS module that was implemented in the previous year at the faculty of Medicine of the King Abdulaziz University, Saudi Arabia.MethodsThis interventional study used mixed method research design to assess student and faculty satisfaction with the level of integration within the CVS module. A team from the medical education department was assembled in 2010/2011 to design a plan to improve the CVS module integration level. After delivering the developed module, both student and faculty satisfaction as well as students performance were assessed and compared to those of the previous year to provide an idea about module effectiveness.ResultsMany challenges faced the medical education team during design and implementation of the developed CVS module e.g. resistance of faculty members to change, increasing the percentage of students directed learning hours from the total contact hour allotted to the module and shifting to integrated item writing in students assessment, spite of that the module achieved a significant increase in both teaching faculty and student satisfaction as well as in the module scores.ConclusionThe fully integrated CVS has yielded encouraging results that individual teachers or other medical schools who attempt to reformulate their curriculum may find valuable.

Highlights

Beyond the adoption of the principles of horizontal and vertical integration, significant planning and implementation of curriculum reform is needed
Recognizing the limitations of its own traditional, discipline-based curriculum, the faculty of medicine at King Abdulaziz University (KAU) challenged both the clinical and basic science faculty members to create a new integrated curriculum to be implemented in the academic year of 2006/2007
Ten faculty members from the basic science departments and three from the clinical departments had participated in the discussion about; their satisfaction with the integration level in the module and comments and/or complaints that had been raised by students during and at the end of all modules

Summary

Introduction

Beyond the adoption of the principles of horizontal and vertical integration, significant planning and implementation of curriculum reform is needed. Harvard Medical School created a hybrid curriculum in 1985 that combined problem based learning (PBL) with limited lectures and laboratories in order to help students to develop a flexible, integrated knowledge base. It demonstrated that students could learn basic science in the context of clinical medicine and humanistic care while maintaining sufficient content mastery to pass the national licensing examination with no decrement in basic science knowledge [8]. Recognizing the limitations of its own traditional, discipline-based curriculum, the faculty of medicine at King Abdulaziz University (KAU) challenged both the clinical and basic science faculty members to create a new integrated curriculum to be implemented in the academic year of 2006/2007. Phase II clinical years include the major four clerkships, in addition to some sub-specialties and a professionalism course

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