| ORIGINAL ARTICLE |
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| Year : 2017 | Volume
: 31
| Issue : 2 | Page : 127-130 |
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Scope of integrated teaching in a medical college: A study from South India
T Muthukumar1, Rajesh Kumar Konduru2, M Manikandan2, Johny Asir3, Nayyar Iqbal4, Joy Bazroy2, Anil J Purty2, Zile Singh2
1 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institution, Kancheepuram, Tamil Nadu, India
2 Department of Community Medicine, Pondicherry Institute of Medical Sciences, Puducherry, India
3 Department of Microbiology, Pondicherry Institute of Medical Sciences, Puducherry, India
4 Department of General Medicine, Pondicherry Institute of Medical Sciences, Puducherry, India
Correspondence Address:
T Muthukumar
Department of Community Medicine, Shri Sathya Sai Medical College and Research Institution, Ammapettai, Kancheepuram, Tamil Nadu
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/jms.jms_98_16
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Background: Medical schools all over India mainly have lectures as the most widely used teaching and learning methods. Current medical education imparts knowledge in a disjointed manner and does not allow students to develop the skills to perceive the patient as a whole. There is a need to teach the students by correlating the various subjects to create interest and promote active learning. Aim: This study was conducted to find out the scope of integrated teaching in the undergraduate medical curriculum. Setting and Design: A cross-sectional study was conducted in a medical college in the coastal region of South India. Methodology: Objectives that are to be achieved by the end of the integrated teaching were clearly drafted, a detailed lesson plan was drafted and was circulated among the faculty and students, and it was decided that the integrated teaching would be conducted in coordination between Department of General Medicine, Department of Microbiology, and Department of Community Medicine. Statistical Analysis: Collected data were entered into MS Excel, and analysis was done using SPSS software. The students' feedback of the session was assessed using Likert scale. Results and Conclusion: The pre- and post-test scores showed that there was statistically extremely significant increase in the knowledge. Overall, 56.7% (38) students gave a feedback of very good for the integrated teaching on a whole. This method is an improvisation in the teaching methods to meet the expectations of the students and to improve the quality of teaching and has the ability to make the teaching–learning process more effective. |
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