Anatomy has always been a cornerstone of medical education disregard of nation or specialty. Dissection and didactic lectures were its only methods of teaching in the past. A multiple range of special study modules like integration, problem based approach and community based approach is now replacing where integration is not routinely practiced. Lectures of anatomy and physiology were integrated and students' understanding was assessed using pre-test and post-test in the form of 10 multiple-choice questions each. Opinion of students was taken using a questionnaire. MJSBHResults: Total students participating in the study were 118. The mean score in pretest was found to be 5.32±1.88 and mean post-test score was 5.43±1.89. Students t test revealed a P value of 0.65 reflecting no statistically significant difference in the results. In the subjective assessment 76% of students didn't have any past experience of integration of 2 different subjects, 87% students said that integration of anatomy and physiology lectures facilitated the understanding of the subject, 75% students wanted more topics to be taught in an integrated manner in future whereas 23% students say that only few relevant topics should be integrated. 47% of students recommended the integration of more subjects and the subject chosen was biochemistry. Most students said that such integration provided a better and holistic understanding of topics being covered. Students identified no disadvantages of integration. Conclusion: The objective result showed no significant improvements in scores.On the other hand the subjective response of the students pointed towards an integrated approach being superior to stand alone didactic lectures in providing better understanding.

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