ABSTRACT
Background: Medical education has undergone a paradigm shift from traditional disciplinary teaching to 'outcome based integrated medical education system'. AJK Medical College, since its inception, made an effort to bring the basic, clinical and social sciences into one course by adopting an indigenously designed 'system based vertically and horizontally integrated modular curriculum' to meet the local needs and global demands at undergraduate level. This study aimed to assess 'the Renal Module' by evaluation of the processes of module designing, content delivery, students learning and academic environment
Methods: The renal module program was evaluated by using level 1 [reaction] and level 2 [learning] of the Kirkpatrick Model. The student performance was assessed in the integrated practical examination where basic science knowledge was linked with real life clinical tasks
Results: A large number of students and faculty involved in module delivery and assessment showed satisfaction over implementation of the module. Many gave feedback responses with suggestions to improve the organization, delivery and/or assessment of the module that identified the weakness and challenges in design, delivery and assessment of the module. Eleven problem areas were identified by 22 respondents, which were conveyed to the module team for evaluation and recommendation of the required corrective measures in design, delivery and assessment
Conclusion: Integrated modular medical curriculum can be implemented at any medical college to replace the traditional system and the evidence based practices are possible, even in resource constraint environment