Advantages of Integrated teaching in medical curriculum

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Dear All,

Advantages of Integrated teaching in medical curriculum,

1 .Reduces fragmentation of medical courses:2. Prevents repetition and waste of time;3. Students learn to apply their knowledge to clinical practice;4. Promotes interdepartmental collaboration; and5. Rationalization of teaching resources.However there are difficulties encountered too viz.1. lack of cooperation;2. additional staff work in organising the course;3. the more the links in the chain of communication the more likely it is that one will break and4. it is useless to provide integrated course if the examination pattern is not integrated

Best Regards

Mohammad Bashaar>> Hi,> I am surprised that our enlightened members are not making any posts > on the topic under discussion.> > Integrated teaching in medical curriculum was mooted long back. It > is recommended by Medical Council of India (MCI). In our institution > some "experiments" were also made. But it flopped as majority of > teachers did not wish to continue.> > We were young Lecturers that time and could realise the discomfort, > stress and ego problems it caused to most of our seniors (with due > respect), who were involved with it.> > Being ex-students of the same institution, we knew the real worth of > them so nothing was new for us, as far as their

knowledge, skills, > and teaching performance was concerned. > > Even today the same pitiable condition of medical teachers > continues, and has deteriorated because as per MCI recommendation > numerically more number of teachers are employed. Not many are good > teachers. Most are just there to earn their monthly salaries and > while away the time, with no productive work at all.> > When made to conduct the integrated teaching, their performance is > seen by other teachers sitting in the hall, which causes them > discomfort. They are used to teaching in isolation, with doors and > windows closed ! Not that they do not realise their worth otherwise > because student attendance, timely arrival of students for the > teaching session, student effort to occupy front benches, student > attention during the teaching session, and common bunks are

> indicative of the teaching quality of teachers.> > It is just that our medical teachers pass their teaching time behind > the closed doors and are afraid of their competence being evaluated > when integrated teaching is practiced. We, medical teachers surely > need to grow up !> > Vijay> > > > > > >> > 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.> >>

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[Guest guest]

Hi,

Integrated teaching has some more advantages:

- Makes learning easy and better as concepts are cleared fast,

knowledge is interlinked and delivered at " one go " , so comprehension

is better.

- Is more interesting for students, so assimilation is more

- Keeps the curriculum integrated so students realise that all

subjects are equally important and not that Clinical > paraclinical

> nonclinical

- Teachers' performance evaluation is possible by peers

- Teachers get opportunity to learn the teaching skills from other

good, acclaimed, popular teachers

Vijay

> > >

> > > 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.

> > >

> >

>

>

>

>

> From Chandigarh to Chennai - find friends all over India. Click

here.

>