Supporting integrated curriculum in medical education with integrated assessments to maximise output

2021 ◽  
Vol 10 (3) ◽  
pp. 192
Author(s):  
SaurabhRamBihariLal Shrivastava ◽  
PrateekSaurabh Shrivastava
Keyword(s):  
Medical Education ◽  
Integrated Curriculum ◽  
Integrated Assessments

Next generation medical education from the student’s perspective

2022 ◽  
Vol 0 (0) ◽  
Author(s):  
Nurgül Yavuz ◽  
Nazlı Begüm Çula ◽  
Birce Ataş ◽  
Dilara Gür ◽  
Emre Asker ◽  
...  
Keyword(s):  
Medical Education ◽  
Educational System ◽  
Integrated Curriculum ◽  
Current System ◽  
Next Generation ◽  
Learning To Learn ◽  
Effective System ◽  
E Learning ◽  
Characteristic Features ◽  
Key Aspects

Abstract Objectives Izmir University of Economics Faculty of Medicine’s aim is to implement a novel and effective system called “Next Generation Medical Education”. This system is designed to provide us a modernized medical education which covers the students’ requirements. This study is designed to investigate different aspects of this educational system from the student’s perspective. Methods Main characteristic features of the educational system was determined and a survey as well as phone interviews have been conducted in order to determine the views of the students of the faculty regarding these aspects. Results The survey and the phone interview results showed that the students are mostly satisfied with current system and all of its components. Conclusions We have determined the key aspects of the system as: integrated curriculum, learning to learn, advisorship, e-learning and feedback mechanisms. We believe that the next generation education system adopted by our faculty is a way of transforming medical education in order to train qualified physicians for tomorrow.

The integrated curriculum in medical education: AMEE Guide No. 96

2014 ◽  
Vol 37 (4) ◽  
pp. 312-322 ◽  
Author(s):  
David G. Brauer ◽  
Kristi J. Ferguson
Keyword(s):  
Medical Education ◽  
Integrated Curriculum

scholarly journals Integrated curriculum: a contemporary innovation strategy in medical education

2020 ◽  
Vol 27 (4) ◽  
pp. 51-61 ◽  
Author(s):  
O. E. Osadchii
Keyword(s):  
Medical Education ◽  
Problem Solving ◽  
Vertical Integration ◽  
Basic Science ◽  
Integrated Curriculum ◽  
Medical Knowledge ◽  
Horizontal Integration ◽  
Basic Sciences ◽  
Team Working ◽  
Science Disciplines

In its traditional form, medical education begins with learning basic science disciplines, with subsequent transition to clinical training. The basic sciences are taught as a series of separate academic courses, with no coordination applied at the inter-disciplinary level. During past decades, the integrated curriculum has become increasingly popular as a novel instructional strategy that promotes contextual learning in medical practice. The curriculum breaks down the barriers between basic and clinical sciences (vertical integration), interconnects teaching of various basic science disciplines (horizontal integration) and facilitates the acquisition of critical thinking, problem-solving and team-working skills through collaborative learning. The vertical integration is encouraged with training in clinical and communication skills starting in the first semester, teaching basic sciences at the interface with medical problems and involving clinicians in giving lectures on applied anatomy and clinical physiology. In order to facilitate the horizontal integration, basic science disciplines are taught concurrently within interdisciplinary units aligned around the body organ systems. This contributes to a better understanding of complex interrelations between structure and function and stimulates wider insights into mechanisms of the disease. The integrated curriculum supports conceptual learning rather than simple memorisation of fragmented factual knowledge. As such, it relieves the information overload imposed on students due to a rapid growth of medical knowledge in the contemporary world. With the integrated curriculum, the main emphasis is placed on problem-oriented learning guided by an experienced tutor in a small group of students. In this setting, a realistic medical case is used as a trigger for discussion aimed at linking basic science concepts with the clinical problem. Through collaborative problem-solving, students develop a clinical reasoning and team-working skills. Overall, problem-based learning puts forward a student-centred approach in a sense that students themselves are primarily responsible for identifying relevant learning objectives and self-guided acquisition of medical knowledge. This raises their motivation in learning basic sciences and markedly improves the perception of learning environment. In summary, the integrated curriculum offers a number of benefits to medical students and appears to provide an effective instrument in developing professional competencies required in clinical work.

Integrated curriculum and the change process in undergraduate medical education

2018 ◽  
Vol 40 (5) ◽  
pp. 437-442 ◽  
Author(s):  
Sateesh B. Arja ◽  
Sireesha B. Arja ◽  
Raghavendrarao M. Venkata ◽  
Abraham Nayakanti ◽  
Praveen Kottathveetil ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Change Process ◽  
Integrated Curriculum

scholarly journals Integration among Disciplines to Integration into Profession; A Case for Integrated Discipline-Aligned (IDiAl) Curriculum Model for Undergraduate Medical Education

BioMedica ◽  
2021 ◽  
Vol 37 (3) ◽  
pp. 1-12
Author(s):  
Saima Chaudhry
Keyword(s):  
Medical Education ◽  
Patient Care ◽  
Knowledge Base ◽  
Undergraduate Medical Education ◽  
Integrated Curriculum ◽  
Real Life ◽  
Improve Patient Care ◽  
Curriculum Model ◽  
Meaningful Connections ◽  
Improve Patient

<p>Integration implies meaningful connections that can be applied to disciplines, domains or linking education to real life practice. The essence of any integrated curriculum is a program that can improve patient care by graduating work ready professionals. Based on this approach an Integrated Discipline-Aligned (IDiAl) curriculum model is being proposed for undergraduate medical education in an effort to provide sound knowledge base with an explicit focus on clinical and professional skills so that doctors of tomorrow can meaningfully contribute to profession and society.</p>

A Qualitative Exploratory Study to Elucidate The Impact of Integration on Pre-Clinical Disciplines Compared to Disciplines-Based Curriculum

2021 ◽  
Vol 15 (10) ◽  
pp. 3307-3315
Author(s):  
Syed Hussain Raza Zaidi ◽  
Rahila Yasmeen ◽  
Rehan Ahmed Khan ◽  
Mahwish Arooj ◽  
Sara Mukhtar
Keyword(s):  
Thematic Analysis ◽  
Exploratory Study ◽  
Integrated Curriculum ◽  
Medical Curriculum ◽  
Learning Approaches ◽  
Structured Interviews ◽  
Teaching Learning ◽  
Integrated Assessments ◽  
The University ◽  
The Impact

Introduction: While most of the institution in our country follow the Flexnerian model of medical education, only a handful of medical colleges have embraced the integrated medical curriculum. Literature on impact of integration on the preclinical disciplines is sparse. This study aims to elucidate the impact of integration on the preclinical disciplines, their content, teaching, learning, and assessment. Methods: This qualitative exploratory study was conducted at the University College of Medicine and Dentistry from July to September 2020. Twenty-one semi-structured interviews were conducted with the faculty members from pre-clinical disciplines (Physiology, Anatomy, Biochemistry, Pharmacology, Pathology, Forensic Medicine & Community Medicine). The data was recorded, transcribed, coded and thematic analysis was done by using Atlas Ti version 7. Results: The thematic analysis of the transcripts resulted in twenty subthemes, from which five themes emerged. The study revealed that the faculty of preclinical disciplines perceived that departmental identity has been compromised since the switch to integrated medical curriculum. But, the relationships, both intradepartmental and interdepartmental of preclinical disciplines have improved significantly. Moreover, the number and depth of topics has also been affected. But the students learning approach was of major concern for the respondents. The student’s performance in the assessments was affected due to their learning approaches. Even though the number of assessments were deemed adequate, the depth of assessments had been negatively affected as a result of integrated assessments. Conclusion: Integrated curriculum has profound impact on pre-clinical disciplines. Any institution that wishes to introduce a modular integrated curriculum should take into account the findings reported in this study. Keywords: preclinical disciplines, organ system-based curriculum, impact of integration, faculty perspective, exploratory study

scholarly journals Medical Education in Iraq: The cradle of Civilisation

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Shabih H Zaidi ◽  
Ali Abutiheen
Keyword(s):  
Medical Education ◽  
Integrated Curriculum ◽  
Original Work ◽  
Arab World ◽  
Creative Commons ◽  
Contemporary World ◽  
Lower Status ◽  
Medical Educators ◽  
Education Conference ◽  
Open Access Article

Medical education is in state of flux in Iraq. What used to be the best physicians and surgeons in the Arab world have fallen down to much lower status due to deliberate neglect and punishment of the intellectuals and professionals by the previous authorities. Once again medical educators and health professional are gaining momentum, gathering national and international support, to enter the contemporary world of medical education employing an integrated curriculum, PBL and Problem Solving Methods, Skill labs, simulation and structuring etc. Much needs to be done to return to formal glory but Iraqis are a dynamic nation of determined, dedicated and committed people. It is up to the international community to join hands with the Medics International to expedite the process. One such effort was the medical education conference held on 15-16 September 2018 with large input from medical educationists from Pakistan. doi: https://doi.org/10.12669/pjms.35.3.972 How to cite this:Zaidi SH, Abutiheen A. Medical Education in Iraq: The cradle of Civilisation. Pak J Med Sci. 2019;35(3):---------. doi: https://doi.org/10.12669/pjms.35.3.972 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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