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

Abstract

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