Abstract

Background: The traditional curriculum is “discipline based” with high degree of compartmentalization of different subjects into preclinical, paraclinical, and clinical branches. Students often fail to get a comprehensive knowledge of the subjects, resulting in poor performance in the examinations. The relevance of the various subjects is not appreciated, and the knowledge gained is inadequate for clinical application. The outcome of the curriculum gets defeated when the students on graduation are unable to meet the needs of the society as “physicians of first contact.” This study was conducted to know whether integrated teaching results in better performance in the examinations.
Objective: To compare the effectiveness of horizontal integrated approach with traditional teaching approach in first-year MBBS students in the study of the structure, function, and relevant biochemical aspects of the bone. Material and Methods: Hundred students of first-year MBBS were randomly allocated into the study group and the control group. The students of the study group were exposed to horizontal integrated teaching of bone by faculty from the departments of anatomy, physiology, and biochemistry. The students of the control group were exposed to traditional lectures by the same faculty on different days during the routine class schedules. Assessment was conducted on both the groups by a written examination, and their results were tabulated. Statistical analysis was done using unpaired t-test. The students of the control group were also given the integrated session after the assessment was completed, and a feedback was obtained from both the groups. Result: There was significant difference in the marks obtained on comparison between the two groups of students (P = 0.0022; 95% confidence interval: -8.705, -1.985). Feedback from the students showed that 75% of them felt that integrated teaching helped in better comprehension of the subjects. Majority of the students (70%) felt that integrated approach to teaching was better than the traditional, and 64% of the students felt that it helped in better retention of knowledge and easier recollection during the examinations. Conclusion: The learning outcome as measured by the assessment was better in the group that was exposed to the integrated approach of teaching, compared with that exposed to traditional teaching.