What is integrated teaching? Attn Dr. Smita, Gajjar & Vijay

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Dear Colleagues,

Integrated teaching, very good to be implemented, but why we should discuss local issues, it will be not better to discuss the global issues on netrum, since I know the Netrum has many international participants and e-members

If we see, in Afghanistan, we have very old medical curriculum in our medical and pharmacy departments, even the students using the old chapters translated in Pushtu or Farsi, since both languages are the medium of teaching.

If we discuss this topic generally, than compare it with the most competent curricullam in the world, then we will be able to come with solid conclusion, that which method of teaching is effective.

According to Dr. Smita Mali it is very right that anatomy of heart and cardiac cycle from physiology should be taught simultaneously, by this way it will be easy for the students to know it in parallel.

If I go with this idea to our medical universities, it will be hard for them to accept, since they get used to the old method and it will take more time and justifications to change.

If any of you have this concept of integrated teaching on paper from Medical & Dental Council, then I will share it for sure with our concerned medical authorities to take measurable actions.

Best Regards

Mohammad Bashaar> From: Bharat Gajjar <gajjarbm (DOT) com>> Subject: (unknown)> "NetRUM" <netrumgroups (DOT) com>> Date: Wednesday, 1 October, 2008, 7:44 PM> Dear friends,> Please have some initial background.> > "Knowledge Learnt in Isolation is Rapidly> Forgotten"> > Here comes the importance of integration. The dictionary> meaning is “to make entire". Integration is defined> as organization of teaching matter to interrelate or unify> subjects frequently taught in separate academic courses or> departments.> > Our own nervous system gives us a good example of> integration and

its effectiveness. There are approximately> ten million afferent (input or sensory) neurons, fifty> billions integrating neurons and only half million efferent> (output or motor) neurons. This provides a ratio of about> 20:1 between the aggregate input and output channels. Thus> by integration vast amount of information can be presented> to the students in a concise and comprehensive manner. Of> course, a lot of effort is required to process and organise> the information.> > This is only possible if departmental (both> intradepartmental and inter-departmental) barriers are> completely broken down and the curriculum is revamped.> > (Integrated teaching--our experience.> S Joglekar, PS Bhuiyan, S Kishore> Dept of Physiology, Seth GS Medical College, Parel,> Bombay, Maharashtra. > Year : 1994 | Volume : 40 | Issue : 4 | Page

:> 231-2)> > In conventional curriculum,differen t subjects are taught as> per following schedule.> > Phase-I-One year-Anatomy, Physiology and Biochemistry> Phase-II-One and a half> year-Pathology, Microbiology, Pharmacology and Forensic> Medicine> Phase-III-Part- I-Ophthalmology, ENT,Community Medicine and> Paediatrics> Phase-III-Part- II-Medicine, Surgery and Ob. & Gy.> > How can we plan Integrated curriclum?> > Bharat Gajjar.> Moderator.> > DR. BHARAT GAJJAR ASSOCIATE PROFESSOR, DEPARTMENT OF> PHARMACOLOGY, PRAMUKHSWAMI MEDICAL COLLEGE, > KARAMSAD-388325. DIST.-ANAND (GUJARAT) INDIA. MOBILE-> 09428153344.Add more friends to your messenger and enjoy! Go to http://messenger. /

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