1Professor, Department of Microbiology, HIMS, SRHU, Swami Rama Himalayan University, Jolly grant, Dehradun, Uttarakhand, India
2Additional Professor, Department of Transfusion Medicine, AIIMS, Rishikesh, Uttarkhand, India
3Professor, Department of Pharmacology, HIMS, SRHU, Swami Rama Himalayan University, Jolly Grant, Dehradun, Uttarakhand, India
4Professor, Department of Paediatrics, HIMS, SRHU, Swami Rama Himalayan University, Jolly grant, Dehradun, Uttarakhand
5Assistant Professor, Department of Paediatrics, HIMS, SRHU, Swami Rama Himalayan University, Jolly grant, Dehradun, Uttarakhand
6Assistant Professor, Department of Community Medicine, HIMS, SRHU, Swami Rama Himalayan University, Jolly grant, Dehradun, Uttarakhand, India
7Assistant Professor, Department of Forensic Medicine, HIMS, SRHU, Swami Rama Himalayan University, Jolly grant, Dehradun, Uttarakhand, India
Integrated curriculum refers to fusion of knowledge from different disciplines and teaching a topic in its entirety to the students.
This study was designed to observe the perception of undergraduate medical students and faculty towards integrated teaching and to find out the preferred teaching-learning and assessment method by students.
Medical students of second year MBBS were included in the study. Students and faculty were briefly introduced and sensitized towards integrated teaching methodology. 18 sessions of Teaching-learning and assessment were conducted by faculty members of different departments on the topic of HIV. Both students and faculty feedback were taken on 5-point Likert scale.
This was an observational study which showed that 82.6% students liked the integrated teaching module. Among the various teaching-learning methods, students liked role play (75.6%), interactive sessions (67.4%), case-based learning (62%), practical exercise (60%) and didactic lectures (55%). 97.7% students felt more such integrated teaching to be organized on topics like diabetes, hypertension, cancer, etc. Among the various assessment methods, Multiplechoice question's (55.8%) was found to be best method among others like role play (39.5%) and case-based assessment (32%). Faculty also agreed that teaching HIV by integrated method was a good idea.
Integrated teaching has been perceived to be more effectual than the traditional method. The students as well as the faculty showed affirmative attitude towards this new innovation in education.
Integrated teaching, Undergraduate students, HIV, AIDS, Medical students, Student and faculty feedback, Traditional teaching
