Problem Based Integrated Teaching of Bronchial Asthma to Second MBBS Students
Abstract
Medical Council of India has laid down the norms and guidelines for integrated teaching to enhance the students approach for learning in a comprehensive manner. A comparative interventional study was carried out on II MBBS students of SMS medical College, Jaipur to compare the effect of traditional teaching and integrated teaching method. After taking pre-test students were divided into two groups, one group underwent traditional teaching and other group is given integrated teaching on Bronchial Asthma. Post-test was taken after finishing the topic. Mean change in score improved in both the group were compared by unpaiered “t’ Test. Perception of students and faculty about new method was also found out. It was found in this study that mean change of score of students from pre-test to post-test in the study group was significantly higher (p<0.001) than in control group (3.43±1.88 v/s 0.65±1.81). More than 90 % students liked and retained the subject better with the new teaching methodology only 9.3% felt it more time consuming. Majority of faculty had liked this method.
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Introduction
Integrated teaching is a means and process by which the student’s potential to approach a subject logically, scientifically and in an objective manner is cultivated. Several recommendations were made to incorporate multi – disciplinary integrated teaching module as an essential ingredient of medical school curriculum. The learning process, applications and clinical skills are designed in such a manner to lead the medical students in the desired direction to effect quality medical education and patient care1 .
The Medical Council of India has laid down norms and stipulations for integrated teaching, evolving the medical curriculum in a manner that enhances the student’s approach to learning in a comprehensive way2 .
Conclusion
The new integrated TL method of integrated teaching was found to be more effective than the traditional ones. This integrated TL method was well accepted by faculty as well as students. Students showed better clinic-pathological understanding. Both students and faculty had a positive attitude toward this innovation in education. To improve the quality of students and to have effective diagnosis and better treatment of the patients, integrated learning is the need of hour.