Better knowledge retention in physiology: A favourable outcome of vertical integration.

ABSTRACT

Background & Objectives: In traditional medical curriculum, the main focus is on understanding of physiological concepts; however application, relevance and clinical co-relation of basic knowledge remains uncovered. Therefore retention of basic knowledge by students till later years of clinical exposure is not adequate and hence is seldom applied for patient care. Vertical integration if introduced in physiology can bridge the gap between physiology and clinical subjects, improving knowledge retention and student’s capacity for clinical correlation. A pilot study was undertaken in first year medical students, to study the impact of vertical integration on learning and retention of physiology concepts. Methods: Two topics of endocrinology were taught through traditional and integrated approach to two groups of students with cross over for second topic. In integrated approach, integrated modules were developed and taught by faculties from Physiology, Pathology and Medicine together; whereas traditional approach included usual didactic lectures in Physiology. Knowledge based tests were carried out immediately post intervention (post- test) and after three months interval (repeat post- test). Results Students obtained significantly higher marks in repeat post- test when taught by integrated method than by traditional method (paired t test, p<0.001), implying better knowledge retention in integrated group. Conclusion: There is better retention of knowledge after three months in group that underwent vertical integration. Therefore we recommend introduction of vertical integration along with traditional physiology teaching in first year of medical curriculum.