INTRODUCTIONDevelopment of our radiopathology curriculum of Faculty of Medicine, Albaha University (FMBU), had been finished and implemented 7 years ago. During this period, many questions have been called to mind, of these: Does our radiopathology curriculum esteem students' learning style? Background:The integrated-based education must pay attention to the beneficiaries, in whom our learning outcomes would be achieved. For establishing any curriculum for integrated-based medical schools, one must be aware with the psychological aspect of concerns, of these, learning style of the students must be considered on selection of the teaching strategy and tools to be compatible with the students' understanding. Objectives: The main objectives of the present study were to construct an episodic evaluation of our radiopathology curriculum. To attain that, we found the primary step is to be acquainted with how the students perceive both radiology and pathology lectures. Thus, the recognition of the students learning style was the initial and primary pace in the extended chain of challenges and changes that have been done in the radiopathology curriculum. The students learning style acts as a core for the adjustment of both radiology and pathology teaching. In harmony with the results obtained, adjustment of some teaching strategies and tools have been done in a sequential manner by the adjustment of the lecture to be matched the students' learning style. Materials and Methods: This study was conducted in the two following years on two consecutive undergraduates by Faculty of Medicine, Albaha University (FMBU), where two classes have been selected for this study. Each class includes 60 students. The learning style was evaluated through responding to the well -structured questionnaire designed by Medical education unit of FMBU. This instrument breaks up the students into figures attached, audiovisual, and observable or perceptible learner. Consistent with the results obtained, adjustment of the pathology and radiology lectures have been done. For this purpose, eight modules were selected for the study and control group, i.e. four for each. The changes in the lecture were made in the modules of the study group only. Results: The majority of the students subjected to this study have figure attached learning style, so adjustment of the lecture was done to become more interactive and to match the students' learning style. The study revealed significant differences between the degree of pathology in both the study and control group with P = 0.019, also a significant difference was obtained between the degrees of radiology in both groups with P = 0.004. No significant differences were found between the degree of pathology and radiology either in the study or in control group. Conclusion: Recognition of learning style is particularly imperative for curricular development and its periodic evaluation. Not all ways of the interactive lecture are suitable for the students, but those elaborated from student learning style is the most a...

This study aims to explore the shortcomings in the implementation of an integrated medical curriculum to recommend solutions to overcome them. The study included 284 participants, including 220 medical students from different medical schools (Albaha University, Al-Azhar University and Cairo University), 52 faculty members and 12 administrative members. A well-formed questionnaire containing both qualitative and quantitative components was designed to evaluate the main aspects of the integrated curriculum. The quantitative items were scored on a Likert scale of one to five, and an independent t-test was used to analyse the results. The major pitfalls reported from the students were that the integrated curriculum is more stressful, a lot number of courses, the consecutive arrangement of the courses and a high number of assessments. The major pitfalls reported from the faculty members include missing many subject areas, limited cooperation among disciplines, students can pass the course without achieving the minimum requirements in each discipline, students can leave out some disciplines according to their weight in the course, and they can, therefore, pass the programme without identifying their shortcomings in each discipline separately. The major pitfalls reported from administrative staff includes staff resistance to student-centered activity and the costs of catering to a problem-based learning environment and providing additional equipment. The present findings point to the need for clear policy charts by the administration, the implementation of a faculty development programme, well-equipped teaching/learning rooms and learning resources, in order to improve the efficiency of implementation of the integration programme.