Integrated Learning Program for Third Year Professional Students at aMedical School of India

ABSTRACT

Introduction: integration, an integrated approach to teaching medical subjects has not become popular in Medical Colleges in India. To develop, implement, and evaluate an Integrated Learning Program for theObjective: third-year professional students at a medical school in India. The ntegrated earning rogrammeMethod: I L P (ILP) was conducted for the first time in 2016 for a batch of 181 third year professional students of a Medical School in Western India. It was an integrated module employing correlation and vertical integration. It incorporated Interactive Lectures, Videos, Self-study, Clinical Visits and Home Visits. Student assessment was formative using pre and post Multiple Choice Questions MCQ test and case presentation through( s) checklists to assess clinical skills and home visit skills. Evaluation of the programme was based on feedback from the students and faculty members and report prepared by the students. The mean score ofResults: students in the knowledge domain assessed through Multiple Choice Questions (MCQs) for ILP on Iron Deficiency Anemia conducted at the end of the ILP was statistically significantly (P=0.022). The feedback from faculty members and students was positive, highlighting benefits of ILP as; integrated learning of the basic sciences, their application to clinical cases and active student learning. Few challenges were also identified like higher input required from faculty members. Most of the faculty members and students recommended that the integrated programme should be continued and extended to other parts of the curriculum. The study findings conclude that an integrated learning programme is beneficialConclusion: and is likely to improve quality of health care provided to the patients. It is feasible within a conventional medical curriculum of an Indian Medical School.