Assessment of Attitudes of Medical Students and Faculty toward Integrated Teaching

Dilip Kumar L, Nitesh Mangal, Meet M Chauhan, Medha Mathur, Piyushkumar C Parmar, K A Varghese1


 Background: Integrated teaching is defined as organization of teaching matter to interrelate or unify subjects frequently taught in separate academic courses or departments. A well-designed curriculum and good teaching methods will help students to understand the subject in depth leading to independent learning. Objectives: The objectives of the study were to study the effect of integrated teaching on clarity of perception and knowledge retention on the identified topic and to ascertain the response of students and faculty on integrated teaching. Methodology: A cross-sectional study was conducted in one of the medical colleges at Udaipur for 139 3rd-year part-I M.B.B.S students on the topic of antenatal, intra-natal, and postnatal care in July 2018. Both vertical and horizontal integration was adopted by involving the Departments of Physiology, Obstetrics, and Gynaecology, Community Medicine, Pediatrics, Medicine, and Psychiatry departments. The evaluation of better understanding and knowledge retention was done based on pre- and post-tests score consisting of multiple choice questions. The significance of pre- and post-score difference was confirmed through paired t-test. The feedback of students and teachers was assessed with Likert scale. Results: Overall 79.86% of the students agreed better inter-linkages of disciplines, about 67.63% felt better understanding of the topics through integrated teaching. All faculties agreed that it is a time saving approach with effective learning by students. The statistically significant difference of pre-and post-test marks implied the positive impact of the intervention. Conclusion: Integrated teaching increased the average score of participated students and it also reduced the variability of scores.

Key words: Integrated teaching, likert scale, medical education, post-test, pre-test

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