Abstract
Introduction: The knowledge learnt in isolation is rapidly forgotten. The syllabus which is taught to studentsappears like different blocks and unable them to integrate and correlate the knowledge. The present scenariocreates disinterest among the students and as a result the art and practice of medicine is not grasped as awhole. One of the method to remove the hurdle is by integrated teaching. This type of teaching allows thestudent to develop the skills in investigation, analysis and also to perceive the patient as a whole. It acts as abridge for connecting knowledge and practices.Objectives: To assess the students and faculty perception on Integrated teaching and to assess theeffectiveness of integrated teaching.Method and Materials: The study was conducted in first year MBBS students of 2017. The integratedteaching was planned for two main topics. The 150 students and 20 faculty perception was taken through prevalidatedquestionnaire. The effect of integrated teaching on the performance of the students was assessedthrough pre- test and post- test and statistical analysis was done using paired ‘t’ test.Results: Majority of the students accepted that the integrated teaching method was interesting and interactive(48.6%). 55% of the faculty were comfortable and satisfied with this method. The mean values of the postand pre- test were statistically significant (mean ±SD,7.57 ±0.958) and (5.72±0.684) respectively.Conclusion: Integrated Teaching sessions were well-appreciated by students and faculties. To improve thecritical reasonings kills and self-directed learning of students, integrated teaching should be implemented inthe curriculum.
Highlights
The knowledge learnt in isolation is rapidly forgotten
Majority of the students accepted that the integrated teaching method was interesting and interactive (48.6%). 55% of the faculty were comfortable and satisfied with this method
Integrated Teaching sessions were well-appreciated by students and faculties
Summary
The knowledge learnt in isolation is rapidly forgotten. The syllabus which is taught to students appears like different blocks and unable them to integrate and correlate the knowledge. This type of teaching allows the student to develop the skills in investigation, analysis and to perceive the patient as a whole It acts as a bridge for connecting knowledge and practices. Integration is defined as organization of teaching matter to interrelate or unify subjects frequently taught in separate academic courses or department 3 This type of teaching allows the student to develop the skills in investigation, analysis and to perceive the patient as a whole.[4] Regulation on undergraduate medical education 1997, gives more importance for encouraging integrated teaching by using a problem based learning appoarch.[5] Integrated teaching acts as a bridge for connecting knowledge and practices. The main aim of the study was to asses the students and faculty perception
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