Fri, Nov 22, 2024
[Archive]
Volume 16, Issue 51 (2023)
JMED 2023, 16(51): 76-81 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
D R, Thajudeen A. Integration in the competency based undergraduate medical curriculum: A brief review. JMED 2023; 16 (51) :76-81
URL: http://edujournal.zums.ac.ir/article-1-1862-en.html
URL: http://edujournal.zums.ac.ir/article-1-1862-en.html
Chettinad Hospital and Research Institute,Chettinad Academy of Research and Education,Kelambakkam,India
Abstract: (1218 Views)
Background & Objective: Integrated teaching in undergraduate medical curriculum aims to support meaningful learning to the students as it provides relevance to basic sciences in clinical practice, by matching learning with the way knowledge is to be used. This review aimed to highlight the pros and cons of integrated teaching in undergraduate medical curricula with proposed solutions.
Materials & Methods: This was a brief review that was conducted by searching the database of PubMed with the keywords, Competency-based, Medical curriculum, Undergraduate, and Integration, from the year 2010 to 2022.
Results: The search resulted in a total of 34 articles. Sixteen articles were excluded because the target audience was not medical. Thus a total of 18 articles are compared and tabulated. Most of the reviews and studies highlighted that integrated teaching reinforces and breaks the complexities of the students in understanding the practical knowledge required to develop a professional dedication to the care of the patients and make them lifelong learners. Major challenges discussed are duration, special training for facilitators, and preparing an elaborate module with specific learning objectives.
Conclusion: The review highlights that integrated teaching has multiple benefits that are essential for a better understanding of the subjects and the academic performance of the students. However one must also acknowledge the existence of various challenges encountered at different levels of implementation and the proposed solutions that are addressed in this review.
Materials & Methods: This was a brief review that was conducted by searching the database of PubMed with the keywords, Competency-based, Medical curriculum, Undergraduate, and Integration, from the year 2010 to 2022.
Results: The search resulted in a total of 34 articles. Sixteen articles were excluded because the target audience was not medical. Thus a total of 18 articles are compared and tabulated. Most of the reviews and studies highlighted that integrated teaching reinforces and breaks the complexities of the students in understanding the practical knowledge required to develop a professional dedication to the care of the patients and make them lifelong learners. Major challenges discussed are duration, special training for facilitators, and preparing an elaborate module with specific learning objectives.
Conclusion: The review highlights that integrated teaching has multiple benefits that are essential for a better understanding of the subjects and the academic performance of the students. However one must also acknowledge the existence of various challenges encountered at different levels of implementation and the proposed solutions that are addressed in this review.
Article Type : Review |
Subject:
Medical Education
Received: 2023/02/20 | Accepted: 2023/04/23 | Published: 2023/08/15
Received: 2023/02/20 | Accepted: 2023/04/23 | Published: 2023/08/15
References
1. Bhatti MM, Ahmed S, Habib M, et al. Vertical integration of pathology in first two years of MBBS program: learning and perceptions of students. Rawal Medical Journal.2022; 47(2): 442-445. [Article]
2. Musharraf Husain, Sabina Khan and Dinesh Badyal .Integration in Medical Education. Indian Pediatrics. 2020;57: 842-847. [DOI]
3. Wijnen-Meijer, Marjo & van den Broek, Sjoukje & Koens, Franciska & ten Cate, Olle. (2020). Vertical integration in medical education: the broader perspective. BMC Medical Education. 2020;20:509. [DOI]
4. Arain SA, Kumar S, Yaqinuddin A, Meo SA. Vertical integration of head, neck, and special senses module in undergraduate medical curriculum. Advances in Physiology Education. 2020 ;44(3):344-349. [DOI]
5. Teichgräber U, Ingwersen M, Ehlers C, Mentzel HJ, Redies C, Stallmach A, Behringer W, Guntinas-Lichius O. Integration of ultrasonography training into undergraduate medical education: catch up with professional needs. Insights Imaging. 2022;13(1):150. [DOI]
6. 6. Akram A, Rizwan F, Sattar K, Hadi JIS, Meo SA. An approach for developing integrated undergraduate medical curriculum. Pakistan Journal of Medical Sciences. 2018;34(4):804-810. [DOI]
7. Alsanosi SM. A New Vision of Teaching Clinical Pharmacology and Therapeutics for Undergraduate Medical Students. Advances in Medical Education and Practice. 2022;13:567-575. [DOI]
8. Kumaravel B, Jenkins H, Chepkin S, Kirisnathas S, Hearn J, Stocker CJ, Petersen S. A prospective study evaluating the integration of a multifaceted evidence-based medicine curriculum into early years in an undergraduate medical school. BMC Medical Education. 2020 24;20(1):278. [DOI]
9. de Cates P, Owen K, Macdougall CF. Warwick Medical School: A four dimensional curriculum. Medical Teacher. 2018;40(5):488-494. [DOI]
10. Schwartzstein RM, Dienstag JL, King RW, Chang BS, Flanagan JG, Besche HC, Hoenig MP, Miloslavsky EM, Atkins KM, Puig A, Cockrill BA, Wittels KA, Dalrymple JL, Gooding H, Hirsh DA, Alexander EK, Fazio SB, Hundert EM; Pathways Writing Group. The Harvard Medical School Pathways Curriculum: Reimagining Developmentally Appropriate Medical Education for Contemporary Learners. Academic Medicine. 2020;95(11):1687-1695. [DOI]
11. Ten Cate O, Borleffs J, van Dijk M, Westerveld T; numerous faculty members and students involved in the subsequent Utrecht curricular reforms. Training medical students for the twenty-first century: Rationale and development of the Utrecht curriculum "CRU+". Medical Teacher. 2018;40(5):461-466. [DOI]
12. Das M, Ettarh R, Lowrie DJ Jr, Rengasamy P, Lee LMJ, Williams JM, Guttmann GD. A Guide to Competencies, Educational Goals, and Learning Objectives for Teaching Medical Histology in an Undergraduate Medical Education Setting. Medical Science Education. 2019;29(2):523-534. [DOI]
13. Abdel-Misih S, Verbeck N, Walker C, Musindi W, Strafford K, Meyers L, Tartaglia K, Harzman A. Early experience with a combined surgical and obstetrics/gynecology clerkship: We do get along. The American Journal of Surgery. 2018;216(5):1016-1021. [DOI]
14. Marz R. A scientific approach to the reform of a medical curriculum: A personal account of the Vienna experience. Wiener Medizinische Wochenschrift. 2018;168(11-12):274-279. [DOI]
15. Cooper N, Bartlett M, Gay S, Hammond A, Lillicrap M, Matthan J, Singh M; UK Clinical Reasoning in Medical Education (CReME) consensus statement group. Consensus statement on the content of clinical reasoning curricula in undergraduate medical education. Medical Teacher. 2021;43(2):152-159. [DOI]
16. Ellaway RH, Graves L, Cummings BA. Dimensions of integration, continuity and longitudinality in clinical clerkships. Medical Education. 2016 Sep;50(9):912-21. [DOI]
17. Doomernik DE, van Goor H, Kooloos JGM, Ten Broek RP. Longitudinal retention of anatomical knowledge in second-year medical students. Anatomical Sciences Education. 2017 Jun;10(3):242-248. [DOI]
18. Fekadu N, Tekle Y. Extent of Utilization of Radiologic Images in Gross Anatomy Teaching, the Experience of Ethiopian Medical Schools. Adv Med Educ Pract. 2022 Aug 24;13:981-985. [DOI]
19. Benninger B, Matsler N, Delamarter T. Classic versus millennial medical lab anatomy. Clinical Anatomy. 2014;27(7):988-93. [DOI]
20. Cisternas M, Rivera S, Sirhan M, Thone N, Valdés C, Pertuzé J, Puschel K. Curriculum reform at the Pontificia Universidad Católica de Chile School of Medicine. Revista médica de Chile. 2016 Jan;144(1):102-7. Spanish. [DOI]
21. Shrivastava SR, Shrivastava PS. Students’ perspective on integrated teaching in medical education: Opportunities, challenges, and potential solutions. BLDE University Journal of Health Sciences. 2021;6:213-4. [DOI]
22. Dulloo P, Vedi N, Gandotra A. Impact of horizontal and vertical integration: Learning and perception in first-year medical students. National Journal of Physiology, Pharmacy and Pharmacology. 2017;7(11):1170-1176. [DOI]
23. Neeli, Divyasree & Prasad et al. Integrated teaching in medical education: undergraduate student’s perception. International Journal of Research in Medical Sciences.2019; 7. 2813. [DOI]
24. Shahid Hassan. Concepts of vertical and horizontal integration as an approach to integrated curriculum. Education in Medicine Journal. 2013;5(4)e1-5. [DOI]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
