scholarly journals Medical Student’s Perception About The Integrating Methods Of learning Medical Subjects And Importance Of Psychiatry In Pre-Clinical, Para-Clinical And Clinical Learning

2014 ◽  
Vol 3 (1) ◽  
pp. 10-15
Author(s):  
AK Pandey ◽  
N Sapkota ◽  
Dr Nivedita
Keyword(s):  
Vertical Integration ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Clinical Learning ◽  
Horizontal Integration ◽  
Medical Sciences ◽  
Undergraduate Medical Curriculum ◽  
Teachers And Students ◽  
Methods Of Learning ◽  
Self Administered Questionnaire

Background: Now a day’s important elements being planned and used in the curriculum is vertical integration, i.e. integration between the clinical and basic science sections of the curriculum, and horizontal integration i.e. between different subject areas. Integration throughout the whole curriculum is time-consuming for both teachers and students and hard work is required for planning, organization and execution. Psychiatry is an important subject in medical sciences and knowledge of this subject is helpful in understanding function of body, mind and related issues which are modified by disease processes. Aim of the study is to assess the importance of horizontal and vertical integration in an undergraduate medical curriculum and importance of Psychiatry in pre-clinical, para-clinical and clinical learning, according to opinion among fourth year MBBS students. Methods and materials: A self administered questionnaire was used among all the consenting 4th Year MBBS Students of BPKIHS, Dharan, Nepal (324 of 400 responded) of four consecutive years to know about the importance of psychiatry as a subject and different components of the undergraduate medical curriculum including vertical and horizontal integration. They were asked to assign between three options to each question (from agree, neutral and disagree). Results: The result showed that majority of the students were in favor of vertical integration of the various subjects and admitted the importance of psychiatry as a subject and its knowledge helps them in better understanding of the other subjects included in medical curriculum. Conclusions: Vertical integration of medical subjects may be better than horizontal Integration for teaching and learning as this help students to understand the medical subject’s in a superior way. This study also reveals that as of its importance in the medical curriculum, subject of Psychiatry should be given more emphasis during the undergraduate training period.DOI: http://dx.doi.org/10.3126/jpan.v3i1.11346 J Psychiatrists’ Association of Nepal Vol .3, No.1, 2014: 10-15

scholarly journals Problem-based psychiatry in a new undergraduate medical curriculum

1999 ◽  
Vol 23 (7) ◽  
pp. 436-439 ◽  
Author(s):  
Rajan Nathan ◽  
Trevor J. Gibbs ◽  
Kenneth C. M. Wilson
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Vertical Integration ◽  
Medical Curriculum ◽  
Basic Sciences ◽  
Medical Specialties ◽  
Undergraduate Medical Curriculum ◽  
Traditional Format ◽  
Lecture Theatre

Traditional British undergraduate medical education has evolved with the development of medicine as a profession. However, despite dramatic progress in the provision of healthcare, the medical curriculum has remained mostly unchanged until recently. Conventional medical courses rely on the teacher-centred didactic setting of a lecture theatre to transmit vast quantities of information. This one-way traffic of facts is divided initially into the preclinical basic sciences and later into the medical specialties, with relatively little horizontal or vertical integration. Much of the assessment of students relies on their reproducing information as accurately as possible. This traditional format has been widely criticised (Lowry, 1992).

scholarly journals Interrogating patient-centredness in undergraduate medical education using an integrated behaviour model

2017 ◽  
Vol 59 (2) ◽  
pp. 33
Author(s):  
Elize Archer ◽  
E M Bitzer ◽  
B B Van Heerden
Keyword(s):  
Medical Students ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Undergraduate Curriculum ◽  
Background Characteristics ◽  
Undergraduate Medical Curriculum ◽  
Assessment Of Learning ◽  
Attitudinal Factors ◽  
Patient Centredness

Background: Patient-centredness, an approach that puts the patient at the centre of the consultation, thus focusing on patients instead of on his/her diseases, has been identified by most medical schools as a desired core competence of their graduates. Despite some curriculum initiatives, medical students often display a lack of patient-centredness upon graduation. This bears reason for concern and it was thus deemed important to explore possible factors that influence the teaching and learning of patient-centredness in an undergraduate medical curriculum. The article suggests a framework that can assist programme developers to conceptualise the teaching and learning of patient-centredness across an undergraduate curriculum. Methods: A qualitative exploratory case study design was used for the study with final-year medical students. Themes of meaning were deduced from the data by employing components of an Integrated Behavior Model (IBM) of Fishbein. Results: The findings of the study revealed that seven factors play a role: background characteristics of students, attitudinal factors, subjective norms (the hidden curriculum), student self-efficacy, acquired skills and knowledge, the environment or context within which patient-centredness is taught and learnt, as well as assessment of learning. Conclusions: Patient-centredness is a complex construct and authors often write about only one of its components. This paper attempts to consider the total undergraduate medical curriculum students are exposed to when they learn about being patient-centred. The teaching and learning of such a multidimensional construct require a comprehensive approach in order to be effective and the IBM seems to be a useful and applicable theoretical model to apply. (Full text of the research articles are available online at www.medpharm.tandfonline.com/ojfp) S Afr Fam Pract 2017; DOI: 10.1080/20786190.2017.1386869

Mindfulness to Enhance Teaching and Learning

2013 ◽  
pp. 119-130
Author(s):  
L. C. Chan
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Medical Humanities ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Daily Life ◽  
Teaching Experiences ◽  
Undergraduate Medical Curriculum ◽  
Mindful Practices ◽  
The University

This chapter deals with the concept of mindfulness as a skill required both by teachers and by students. This concept is explored by providing a brief review of why the concept of mindfulness is gaining attention in medicine and higher education. As a mindful practitioner, the author describes examples of how mindful practices in his daily life have opened and enriched his teaching experiences and enhanced student learning. Mindful practice has also enabled the author to take a broader perspective of how medical schools can develop “better” doctors. In engaging with colleagues across the university, the author has applied this perspective to develop a medical humanities course for the undergraduate medical curriculum.

scholarly journals Vertical integration of head, neck, and special senses module in undergraduate medical curriculum

2020 ◽  
Vol 44 (3) ◽  
pp. 344-349
Author(s):  
Shoukat Ali Arain ◽  
Santosh Kumar ◽  
Ahmed Yaqinuddin ◽  
Sultan Ayoub Meo
Keyword(s):  
Vertical Integration ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Study Cohort ◽  
Clinical Learning ◽  
Multiple Choice Questions ◽  
Basic Sciences ◽  
Mixed Response ◽  
Second Year ◽  
Head Neck

Vertical integration is believed to increase motivation by providing context for the learning. In this quasi-experimental study, cohort I took two horizontally integrated modules: structure and function of head, neck, and special senses in the second year, and pathophysiology and clinical sciences in the third year. Cohort II took a combined, vertically integrated module in the second year. Data from the questionnaire and examination scores were compared. Response rate was 80.1% (125/156) for cohort I and 57.6% (98/170) for cohort II. Response to the statement that vertical integration provides context to basic sciences was mixed with a higher agreement in cohort II (51.5 vs. 37.2%; P = 0.04). Cohort II was least satisfied with the appropriateness of self-study time (52.0 vs. 34.7%; P = 0.01). However, cohort II felt that the basic sciences lectures (90.8 vs. 69.4%; P < 0.01) and the clinical skills sessions (85.7 vs. 62.1%; P < 0.01) were more effective. Cohort II was less satisfied with clinical lectures (80.6 vs. 56.1%; P < 0.01) and was less confident in achieving clinical learning objectives (72.8 vs. 40.8%; P < 0.01). Mean multiple-choice questions and problem-based learning scores were similar. However, the short-answer question score was higher for cohort I [82.48 (SD 14.9) vs. 70.74 (SD 17.9); P < 0.01]. Overall, the idea of early vertical integration had a mixed response. It improved the effectiveness of basic sciences lectures and clinical skills sessions. Achievement of clinical learning outcomes was compromised. A disparity in the module’s duration and curricular content, and students' ability to grasp clinical concepts and faculty’s expectations are the possible reasons. Increased duration and better communication with clinical faculty may improve early introduction of vertical integration.

scholarly journals A STUDENT’S PERSPECTIVE ON ANATOMY TEACHING IN MEDICAL COLLEGE

2019 ◽  
Vol 3 (9) ◽  
Author(s):  
Dr. Bhabajyoti Bora ◽  
Dr. Shobhana Medhi
Keyword(s):  
Teaching And Learning ◽  
Medical Curriculum ◽  
Cross Sectional Study ◽  
Modern Technology ◽  
Traditional Teaching ◽  
Sectional Study ◽  
Medical Sciences ◽  
Cross Sectional ◽  
Medical College ◽  
Core Subject

Background: Anatomy is an important subject in medical sciences. It has been considered the foundation of medicine for hundreds of years and this view is supported by clinicians, students and general public. Methods: A cross-sectional study was carried amongst the 1st year MBBS students.  The students were contacted at a suitable, available time. The purpose of the study was explained and participation was voluntary. One hundred anonymous, pre-designed and pre-validated questionnaires containing close and open ended questions were distributed randomly amongst the students. Results: A majority of the students, 99 (99%) found anatomy to be an important subject in MBBS curriculum and a further 95 (95%) felt it is an interesting subject, whereas a mere 1 (1%) did not find anatomy important and 5 (5%) did not find it interesting. Conclusion: The learners agree that anatomy is a core subject and its fundamental role in medical curriculum is undisputed. The traditional teaching and learning (T/L) methods like blackboard teaching, dissection and lectures are preferred by the newer generation learners also and should be integrated with newer teaching modalities and modern technology. Keywords: Lectures, Dissection, Blackboard Teaching.

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