Abstract
Objective:To evaluate integrated learning program of neurosciences for continuation of integrated learning in the forthcoming teaching and learning modules of undergraduate medical curriculum at Bahria University Medical & Dental College (BUMDC).Methods:A mixed method design was conducted from August 2016to February2017 after ethical approval from BUMDC. The quantitative aspect was evaluated retrospectively by desk records ofmarks obtained in integrated module and nonintegrated module. Focused group discussionwere conducted with primary intended users (chair of integration committee, faculty and students of first and second year MBBS)to share their expectations and concerns and get responses on key evaluation questions for implementationand outcome evaluation of integrated learning program.Results:The desk record revealed a positive perception of students and faculty at the time of implementation with improvement in results after integration in subjects of basic sciences. The discussions highlighted reasons which resulted in failure of its continuation and affirmedreadiness for re-induction and continuation of integration with clinicalsciences.Conclusion:Evaluators considered approval and re-application of integrated curriculum at BUMDC after utilization focused evaluation.
Highlights
The conventional non-integrated approach of MBBS curriculum disseminates knowledge by a fragmented approach which fails to build learning skills of case investigations and analysis
Integrated Learning Program (ILP) was executed with favorable results, yet integration was not followed in the succeeding modules
A mixed method design was adopted with the qualitative aspect acquired by Focused group discussion (FGD) and quantitative data was assessed retrospectively by the available desk records from January 2012 to December 2015
Summary
The conventional non-integrated approach of MBBS curriculum disseminates knowledge by a fragmented approach which fails to build learning skills of case investigations and analysis. As a result of which students fail to acquire conceptual understanding of the topic and its application in treatment and prevention of disease.[1] A number of integrated approaches have been put forward in medical curricula to ensure holistic approach required for meaningful learning.[2,3]. ILP was executed with favorable results, yet integration was not followed in the succeeding modules With this the stake holders taught about its evaluation by external evaluators with the aim to ascertain its usefulness and efficacy in real time environment. They wanted to identify any gaps, deficiencies and weakness for implementation and improvement in the forthcoming modules. In order to acquire this objective, utilization focused evaluation (UFE) with its 17 steps framework[4,5] was applied to evaluate ILP at BUMDC
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