Rajiv Gandhi Medical College, Kalwa, Thane, Maharashtra
Online published on 22 May, 2014.
Traditional teaching learning methods follow ‘Discipline Wise Model’. This leads to unnecessary repetition, disjointed approach to teaching, and confusion in student's mind due to difference of opinion leading to improper grasping of the subject. This discourages students from learning & they get disinterested in applying knowledge achieved into practice.
Hence, the integrated teaching is need of today's medical education. So we conducted the study to compare scientific method for teaching and also obtained student's perspective.
To analyze student's feedback after introduction to new teaching-learning method, to make them learn to integrate the knowledge across the disciplines, to analyze the impact of integrated teaching over student, to improve the student's interest.
48 students of 5th semester were involved in the study. After going through the Maharashtra University syllabus of Pathology & Physiology, two overlapping topics were selected. The students were divided into two symmetrical groups (A & B). For first topic, group A was given traditional & group B was given integrated lecture. Reverse was done for second topic. Both the traditional lectures were taken with OHP whereas the integrated lectures were taken with LCD presentation. Data from Pre-& Post-tests with prevalidated MCQs & the student's feedback with prevalidated questionnaire containing both close & open ended questions were statistically analyzed using ‘t’ test (paired, unpaired) & Z test.
The statistical value for pre-& post-test of traditional & integrated lecture was 6.704 & 8.100 respectively. The statistical values for post-test 1 & post-test 2 of traditional & integrated lecture were found to be 0.756 & 0.332 respectively. 87.5% students thought that integrated lecture is more effective than traditional & 12.5% thought vice versa. 37 students felt that LCD is better than OHP. 20.83% students found that it is easy to write notes in traditional lectures & is less time consuming & 66.67% students felt that they were monotonous, boring & sedative. 95.83% students wanted more integrated lecture. 22 students felt that it is more effective & explanatory, supportive in 3rd year with more animations & pictorial presentation.
Students found the integrated learning programme to be a useful, feasible method of learning. However, the statistical comparison between the evaluation after integrated & traditional lectures had not shown significant impact of integrated lectures. But the statistics reveal certainly that students felt the need for integration.
This study was an attempt to improve the quality of medical education with the innovative curricular strategy. The lacunae of the study were the small sample size & long-term impact. The integrated teaching would surely reduce the fragmentation of medical course; prevent repetition, waste of time & rationalization of teaching resources. It will also promote the interdepartmental collaboration & students will learn to apply their knowledge to clinical practice.
