Faculty perceptions regarding introduced ‘integrated teaching’ in physiology

Abstract

Introduction: Integrated teaching interlinks all the subjects for students enhancing co-relation of pre-clinical concepts clinically thereby, improving their retention of knowledge. A pilot study undertaken to introduce vertical integration in first year of medical curriculum and to assess the outlook of faculty towards it; in comparison with present traditional teaching Methodology: To implement integrated teaching a committee comprising faculties from all phases was formed. After a series of meetings of committee, inputs from basic science, para-clinical and clinical departments, topics for integrated teaching, schedule and contents in form of integrated modules were constructed. The integrated modules integrated contents from Physiology, Pathology and Medicine. Faculties from all streams were appointed to conduct integrated teaching. Integrated sessions were conducted using integrated modules by all appointed faculties together. At end of integrated teaching programme a structured questionnaire was given to faculties to evaluate their perceptions on the new teaching –learning method. Results: 89% faculty felt integrated teaching leads to better learning and clinical co-relation among students and 79% think it would be more helpful to them in their clinical practice. 70% felt new method is more interesting for students, 84% think it can improve retention of knowledge. While 95% feel it is more time consuming and 35% think integrated teaching can improve exam results. 89% opine that more topics should taught by integrated teaching. Conclusions: Faculty has positive attitude towards integrated teaching. Therefore, integration teaching on few clinically relevant topics can be introduced along with traditional teaching in first year of medical curriculum.