Scope of integrated teaching in a medical college: A study from South India

Muthukumar, T; Konduru, Rajesh Kumar; Manikandan, M.; Asir, Johny; Iqbal, Nayyar; Bazroy, Joy; Purty, Anil J; Singh, Zile

doi:10.4103/jms.jms_98_16

Cited by 6 publications

(4 citation statements)

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“…2 There is a need to teach the students by correlating the various subjects to create interest and promote active learning. 3 Before the era of mega universities in health profession due to limited number of students there was direct contact with the professor and complete discussion starting from anatomical aspects to therapeutic aspects were done at the bedside. This was a natural source of integration.…”

Section: Introductionmentioning

confidence: 99%

Integrated teaching in medical education: undergraduate student’s perception

Neeli¹,

Prasad²,

Atla³

et al. 2019

Int J Res Med Sci

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Background: Integrated teaching is an effective teaching method for the undergraduate medical students to achieve good knowledge and skills. The aim of this study was to evaluate the effectiveness of vertical integrated teaching.Method: Vertical integrated teaching was conducted on the topic “Nephrotic syndrome” for 2nd MBBS (5th semester) students. Departments which participated in the session were from Physiology, Biochemistry, Pathology and General Medicine. Faculty from each department was allotted 20 minutes for their topic. After completion of all the topics students were given feedback forms. The opinions were tabulated and analysed.Results: Most of the students opined that integrated teaching is useful in gaining knowledge (Understanding, concept clarity and better performance in exams) (79.7%) as well as skill-based learning (Workshops, laboratory, clinical exercises and case discussion) (84.4%).Conclusion: The study showed that undergraduate students agreed that integrated teaching is useful for them in gaining knowledge as well as skill.

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Section: Introductionmentioning

confidence: 99%

Integrated teaching in medical education: undergraduate student’s perception

Neeli¹,

Prasad²,

Atla³

et al. 2019

Int J Res Med Sci

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“…They concluded that the involvement of patients in teaching is effective in improving students learning. 4 A randomized controlled trial on Effect of expert-patient teaching on empathy in nursing students reported that the involvement of expert patients in teaching is found to be effective in improving empathy levels in both male and female nursing students. Expert-patient teaching can be a promising nursing-education modality for developing empathy.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Integrated Teaching Involving Patients as Teachers (PAT) Vs Traditional Teaching (TT) upon Cognitive Behaviour of Nursing Students at TamilNadu, India

Venkatesan

2020

International Egyptian Journal of Nursing Sciences and Research

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This study aimed to evaluate the effectiveness of integrated teaching involving patients as teachers' vs. traditional teaching upon the cognitive behaviour of nursing students. Design and methods: Experimental study with pre-test and post-test control design was selected. Patients suffering from chronic renal failure (CRF) volunteered to teach the students. The data were collected from 100 nursing students who were randomly assigned equally into control and experimental group. A structured questionnaire was used to assess the cognitive behaviour of nursing students regarding CRF, before and after the intervention. The traditional teaching method was used to teach about CRF for both groups, which was followed by first post-test. Integrated teaching by patients on CRF was conducted for only an experimental group of nursing students. After one week, post-test 2 was conducted for both groups. Findings: There was no significant difference in pre-test cognitive behaviour between the control group (M=09.40, SD=2.123) and an experimental group of students (M=9.44, SD=2.611) with P>0.05. However, there was a significant difference in post-test 2 cognitive behaviour between the experimental group (M=19.7, SD=2.426) and control group (M=16.16, SD=2.90) of nursing students with p< 0.05. Conclusion:The findings suggest that involving patients as teachers in classroom teaching is an effective method for better learning experiences of nursing students.

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“…[1] Integrated teaching has advantages in terms of: Reduction in fragmentation of medical subjects; prevents redundancy; helps students to apply their knowledge to clinical practice; promotes interdepartmental collaboration; rationalizes use of available resources. [2] Professor Ronald M Harden was an endocrinologist before moving to become a full-time medical educationist. He is a renowned personality in medical education and with immense contribution to the field.…”

Section: Introductionmentioning

confidence: 99%

“…In the last step of the ladder, it's the responsibility of the student to integrate in a given situation. [2,3] Harden' s ladder has been found to be a useful tool in getting a better understanding of integration. But, in our experience, we had difficulty making the participants have a clear concept of various steps.…”

Section: Introductionmentioning

confidence: 99%

An Attempt to Understand the Different Levels of Harden’s Ladder

Hamsaveena¹,

Rashmi²

2022

JMSH

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The new CBME curriculum differs from the older one by being more learner and patient centric, outcome based, aligned & integrated, and emphasis on skill development, attitudes, ethics & communication. The affective domain which was implicit in the curriculum, is now to be taught explicitly. Newer additions like foundation course, early clinical exposure and self-directed learning are introduced. The curriculum implementation support programme is making tremendous efforts in inculcating the new curriculum into day-to-day teaching. The curriculum committee has a huge task to train the faculty in their respective colleges for a smooth transition. Hence, a thorough understanding of the new curriculum by these members is very essential. Keywords: Harden’s ladder, Integration

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Scope of integrated teaching in a medical college: A study from South India

Cited by 6 publications

References 0 publications

Integrated teaching in medical education: undergraduate student’s perception

Integrated teaching in medical education: undergraduate student’s perception

Effectiveness of Integrated Teaching Involving Patients as Teachers (PAT) Vs Traditional Teaching (TT) upon Cognitive Behaviour of Nursing Students at TamilNadu, India

An Attempt to Understand the Different Levels of Harden’s Ladder

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