Transition Journey: Conventional Teaching to Integrated Teaching in Third World Countries

Abstract

IntroductionMost of third world countries have started moving on from non‐integrated discipline based system where major focus is on didactic lectures, tutorials and subjective assessment with very less emphasis on interactions. To have better diagnostic abilities among medical students the ideal approach is the integration of basic preclinical subjects along with developing an understanding of correlating them with clinical cases.Objective1. To compare and evaluate integrated teaching with traditional education system.2. To observe its effects on performance of students by an experiment model.3. To evaluate how it can improve quality of medical education in developing countries.Material and MethodTarget learners were divided in two Groups A and B to undergo traditional Conventional and Integrated teaching respectively for a particular topic. Earlier whole lot was undergoing same conventional method for various topics. Pre and post session questionnaires were given to students. Faculty feedback was also considered and noted. Statistical analysis was done for obtained data.ResultBoth short and long term outcome of implementing such module will be discussed at time of conference. Along with that discussion would emphasize on its role in the medical education system of developing countries and difficulties encountered to implement it there.ConclusionBy executing integrated system, a tremendous responsibility of the institutions to provide quality care to people can be achieved with ease and for long term in present scenario. This will definitely be a boon to the healthcare sector of third world countries.