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ORIGINAL ARTICLE
Year : 2016  |  Volume : 6  |  Issue : 3  |  Page : 215-219

Effectiveness of integrated teaching module in pharmacology among medical undergraduates


Department of Pharmacology, Government Medical College and New Civil Hospital, Surat, Gujarat, India

Correspondence Address:
Preeti P Yadav
C.1105, Shyam Rachna, Near VIP Plaza, VIP Road, Surat, Gujarat
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/2229-516X.186962

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Context: Over the years with advancement of science and technology, each subject has become highly specialized. Teaching of medical students has still remained separate in various departments with no scope of integration in majority of medical institutes in India. Study was planned to have an experience of integration in institute and sensitize faculty for integrated teaching–learning (TL) method. Aims: To prepare and test effectiveness of integrated teaching module for 2nd year MBBS student in pharmacology and to sensitize and motivate faculties toward advantages of implementing integrated module. Settings and Design: Education intervention project implemented 2nd year MBBS students of Government Medical College and New Civil Hospital, Surat. Subjects and Methods: Students of second MBBS were divided into two groups. One group was exposed to integrated teaching sessions and another to traditional method. Both the groups were assessed by pre- and post-test questionnaire, feedback and focus group discussions were conducted to know their experience about process. Results: A total of 165 students of the 2nd year MBBS were exposed to the integrated teaching module for two topics in two groups. One group was taught by traditional teaching, and another group was exposed to the integrated TL session. Both the groups have shown a significant improvement in posttest scores but increase in mean score was more in integrated group. During analysis of feedback forms, it was noted that students preferred integrated TL methods since they help in better understanding. Faculty feedback shows consensus over the adaptation of integrated TL methods. Conclusions: Integrated TL sessions were well-appreciated by students and faculties. To improve the critical reasoning skills and self-directed learning of students, integrated TL is highly recommended for must know areas of curriculum.


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