Students and Faculty Perception on Integrated Teaching in MBBS Phase I
DOI:
https://doi.org/10.37506/ijop.v8i2.1253Keywords:
Integrated teaching, perception, facultyAbstract
Introduction: 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. The present scenario
creates disinterest among the students and as a result the art and practice of medicine is not grasped as a
whole. One of the method to remove the hurdle is by integrated teaching. This type of teaching allows the
student to develop the skills in investigation, analysis and also to perceive the patient as a whole. It acts as a
bridge for connecting knowledge and practices.
Objectives: To assess the students and faculty perception on Integrated teaching and to assess the
effectiveness of integrated teaching.
Method and Materials: The study was conducted in first year MBBS students of 2017. The integrated
teaching was planned for two main topics. The 150 students and 20 faculty perception was taken through prevalidated
questionnaire. The effect of integrated teaching on the performance of the students was assessed
through 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 post
and 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 the
critical reasonings kills and self-directed learning of students, integrated teaching should be implemented in
the curriculum.
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