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Implementation of Integrated Learning Program in neurosciences during first year of traditional medical course: Perception of students and faculty
BACKGROUND: Our college introduced an integrated learning program (ILP) for first year undergraduates with an aim to develop, implement and evaluate a module for CNS in basic sciences and to assess the feasibility of an ILP in phase I of medical education in a college following traditional medical c...
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Formato: | Texto |
Lenguaje: | English |
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BioMed Central
2008
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2569025/ https://www.ncbi.nlm.nih.gov/pubmed/18811978 http://dx.doi.org/10.1186/1472-6920-8-44 |
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author | Ghosh, Sarmishtha Pandya, Himanshu V |
author_facet | Ghosh, Sarmishtha Pandya, Himanshu V |
author_sort | Ghosh, Sarmishtha |
collection | PubMed |
description | BACKGROUND: Our college introduced an integrated learning program (ILP) for first year undergraduates with an aim to develop, implement and evaluate a module for CNS in basic sciences and to assess the feasibility of an ILP in phase I of medical education in a college following traditional medical curriculum. METHODS: The idea of implementing ILP for Central Nervous System (CNS) in phase one was conceived by curriculum development committee drawn from faculty of all phases. After a series of meetings of curriculum development committee, inputs from basic science and clinical departments, a time table was constructed. Various teaching learning methods, themes for integrated didactic lectures, case based learning and clinical exposure were decided. Basic science faculty were made to participate actively in both case based learning and hospital visits along with clinical experts. The completed program was evaluated based on structured questionnaire. RESULTS: Sixty percent students rated the program good to excellent with reference to appreciation, understanding and application of basic science knowledge in health and disease. Seventy eight percent felt that this program will help them perform better in later days of clinical training. However sixty percent students felt that ILP will not help them perform better at the first professional examination. Seventy two per cent of faculty agreed that this program improved understanding and application of basic science knowledge of students. Ninety percent of faculty felt that this program will help them perform better in later days of clinical training. CONCLUSION: The adoption of present integrated module for CNS and the use of multiple teaching learning methods have been proven to be useful in acquisition of knowledge from the student satisfaction point of view. Students and faculty expressed an overall satisfaction towards ILP for CNS. The study showed that it is possible to adopt an integrated learning module in the first year of medical course under a conventional curriculum. |
format | Text |
id | pubmed-2569025 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2008 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-25690252008-10-17 Implementation of Integrated Learning Program in neurosciences during first year of traditional medical course: Perception of students and faculty Ghosh, Sarmishtha Pandya, Himanshu V BMC Med Educ Research Article BACKGROUND: Our college introduced an integrated learning program (ILP) for first year undergraduates with an aim to develop, implement and evaluate a module for CNS in basic sciences and to assess the feasibility of an ILP in phase I of medical education in a college following traditional medical curriculum. METHODS: The idea of implementing ILP for Central Nervous System (CNS) in phase one was conceived by curriculum development committee drawn from faculty of all phases. After a series of meetings of curriculum development committee, inputs from basic science and clinical departments, a time table was constructed. Various teaching learning methods, themes for integrated didactic lectures, case based learning and clinical exposure were decided. Basic science faculty were made to participate actively in both case based learning and hospital visits along with clinical experts. The completed program was evaluated based on structured questionnaire. RESULTS: Sixty percent students rated the program good to excellent with reference to appreciation, understanding and application of basic science knowledge in health and disease. Seventy eight percent felt that this program will help them perform better in later days of clinical training. However sixty percent students felt that ILP will not help them perform better at the first professional examination. Seventy two per cent of faculty agreed that this program improved understanding and application of basic science knowledge of students. Ninety percent of faculty felt that this program will help them perform better in later days of clinical training. CONCLUSION: The adoption of present integrated module for CNS and the use of multiple teaching learning methods have been proven to be useful in acquisition of knowledge from the student satisfaction point of view. Students and faculty expressed an overall satisfaction towards ILP for CNS. The study showed that it is possible to adopt an integrated learning module in the first year of medical course under a conventional curriculum. BioMed Central 2008-09-24 /pmc/articles/PMC2569025/ /pubmed/18811978 http://dx.doi.org/10.1186/1472-6920-8-44 Text en Copyright © 2008 Ghosh and Pandya; licensee BioMed Central Ltd. http://creativecommons.org/licenses/by/2.0 This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( (http://creativecommons.org/licenses/by/2.0) ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Research Article Ghosh, Sarmishtha Pandya, Himanshu V Implementation of Integrated Learning Program in neurosciences during first year of traditional medical course: Perception of students and faculty |
title | Implementation of Integrated Learning Program in neurosciences during first year of traditional medical course: Perception of students and faculty |
title_full | Implementation of Integrated Learning Program in neurosciences during first year of traditional medical course: Perception of students and faculty |
title_fullStr | Implementation of Integrated Learning Program in neurosciences during first year of traditional medical course: Perception of students and faculty |
title_full_unstemmed | Implementation of Integrated Learning Program in neurosciences during first year of traditional medical course: Perception of students and faculty |
title_short | Implementation of Integrated Learning Program in neurosciences during first year of traditional medical course: Perception of students and faculty |
title_sort | implementation of integrated learning program in neurosciences during first year of traditional medical course: perception of students and faculty |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2569025/ https://www.ncbi.nlm.nih.gov/pubmed/18811978 http://dx.doi.org/10.1186/1472-6920-8-44 |
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