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Integrated Teaching: Boon or a Bane?

Year 2016, Volume: 11 Issue: 1, 19 - 30, 01.01.2016

Sushma R Kotian Antony Sylvan D Souza Nandini P Bhat Anne D Souza Mamatha Hosapatna

Abstract

The objective of the present study was to evaluate the effectiveness of integrated teaching program using student feedback. A questionnaire to evaluate the effectiveness of the existing teaching program was prepared and distributed among 185 second year medical undergraduate students who underwent integrated teaching in their first year. Their responses were recorded, evaluated and analysed statistically. Additionally the performance of the students was also assessed by recording their year-wise results in the university examinations. This was further compared with the results of the students who were not exposed to integrated teaching in the past years and the findings were tabulated. Integrated teaching was found to be an innovative method in strengthening the teaching-learning process and received wide acceptance from the student population

Keywords

Integrated teaching video demonstration case presentation conventional teaching didactic lectures

References

  • Azer, S.A. & Eizenberg, N. (2007). Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students. Surg Radiol Anat, 29(2),173-180.
  • Beane, J.A. (1997). Curriculum integration: Designing the core of democratic education. New York: Teachers College Press.
  • Damegh, S.A. (2005). Comparison of an integrated problem based learning curriculum with the traditional discipline based curriculum in KSA. J Coll Phys Surg Pak, 15,605-608.
  • Dandannavar, V.S. (2010). Effect of Integrated teaching versus conventional lecturing on MBBS phase1 students. Resent research in science and technology, 2(11),40-48.
  • Doraisamy, R. & Radhakrishnan, S. (2013). The Effectiveness of Integrated Teaching over Traditional teaching among first year MBBS Students: A Preliminary study. Medical Journal of D Y Patil University, 6(2),139-140.
  • Gallagher, S.A. (1997). Problem-based learning: Where did it come from, what does it do, and where is it going? Journal for the Education of the Gifted, 20 (4),332-362.
  • Ghosh, S. & Pandya, H. V. (2008). Implementation of Integrated learning program in neurosciences during first year of traditional medical course perception of students and faculty. BMC Med Edu, 8: 44.
  • Harden, R.M. Sowden, S. Dunn, W.R. (1984). Educational strategies in curriculum development: The SPICES model. Med Educ, 18(4), 284-297.
  • Huber, M.T. & Hutchings, P. (2004). Integrated learning: Mapping the terrain. The Academy in transition. Washington DC: Association of American Colleges and Universities, pp 1-17.
  • Irby, D.M. & Wilkerson, L. (2003). Educational innovations in academic medicine and environmental trends. J Gen Intern Med,18,370-376.
  • Jamkar, A.V. Yemul, V.L. Singh, G. Integrated teaching program with student centered case base learning www.faimer.org/education/fellows/abstracts/04jamkar.pdf. at BJ Medical College Pune. Available from:
  • Kasselbaum, D.E. (1989). Change in medical education: the courage and will to be different. Acad Med, 64,446-447.
  • Kate, M.S. Kulkarni, U.J. Supe, A. Deshmukh, Y.A. (2010). Introducing Integrated Teaching in Undergraduate Medical Curriculum. Intl J Pharma Sci Res, 1,18-22.
  • Kingsland, A. J. (1996), “Time expenditure, workload, and student satisfaction in problem based learning.” In L. Wilkerson & W. H. Gijselaers (Eds.), Bringing problem-based learning to higher education: Theory and practice. San Francisco: Jossey-Bass, pp. 73-81.
  • Lemos, A.R. Sandars, J.E. Alves, P. Costa, M.J. (2014). The evaluation of student-centredness of teaching and learning: a new mixed-methods approach. Int J Med Educ, 5,157-164
  • Paul, V.K. (1993). Innovative programmes of Medical Education: Case studies. Indian J Pediatr, 60,759- 768.
  • Resnick, L.B. & Klopfer, L.E. (1989). “Toward the thinking curriculum.” In L. B. Resnick & L. E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research. Yearbook of the Association for Supervision and Curriculum Development. Alexandria, VA: ASCD, pp. 1-18.
  • Schmidt, H.G. Machiels-Bongaerts, M. Hermans, H. Ten Cate, T.J. Venekamp, R. Boshuizen, H.P. (1996). The development of diagnostic competence: Comparison of a problem based, an integrated and a conventional medical curriculum. Acad Med ,71, 658-64.
  • Shimura, T.T. Aramaki, K. Shimizu, T. Miyashita, K. Adachi, A. Teramoto. (2004). Implementation of integrated medical curriculum in Japanese medical schools. J Nippon Med Sch, 71, 11-16.
  • Singh, T. Gupta, P. Singh, D. (2013). Integrated teaching. In, Indian academy of Pediatrics Principles of Medical Education (4th ed). New Delhi: Jaypee Publishers, pp 22-26
  • The Edinburgh Declaration,1988. World congress on the Medical Education of the world Federation of Medical Education. Med Edu, 22, 481-482. APPENDIX

Year 2016, Volume: 11 Issue: 1, 19 - 30, 01.01.2016

Sushma R Kotian Antony Sylvan D Souza Nandini P Bhat Anne D Souza Mamatha Hosapatna

Abstract

References

  • Azer, S.A. & Eizenberg, N. (2007). Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students. Surg Radiol Anat, 29(2),173-180.
  • Beane, J.A. (1997). Curriculum integration: Designing the core of democratic education. New York: Teachers College Press.
  • Damegh, S.A. (2005). Comparison of an integrated problem based learning curriculum with the traditional discipline based curriculum in KSA. J Coll Phys Surg Pak, 15,605-608.
  • Dandannavar, V.S. (2010). Effect of Integrated teaching versus conventional lecturing on MBBS phase1 students. Resent research in science and technology, 2(11),40-48.
  • Doraisamy, R. & Radhakrishnan, S. (2013). The Effectiveness of Integrated Teaching over Traditional teaching among first year MBBS Students: A Preliminary study. Medical Journal of D Y Patil University, 6(2),139-140.
  • Gallagher, S.A. (1997). Problem-based learning: Where did it come from, what does it do, and where is it going? Journal for the Education of the Gifted, 20 (4),332-362.
  • Ghosh, S. & Pandya, H. V. (2008). Implementation of Integrated learning program in neurosciences during first year of traditional medical course perception of students and faculty. BMC Med Edu, 8: 44.
  • Harden, R.M. Sowden, S. Dunn, W.R. (1984). Educational strategies in curriculum development: The SPICES model. Med Educ, 18(4), 284-297.
  • Huber, M.T. & Hutchings, P. (2004). Integrated learning: Mapping the terrain. The Academy in transition. Washington DC: Association of American Colleges and Universities, pp 1-17.
  • Irby, D.M. & Wilkerson, L. (2003). Educational innovations in academic medicine and environmental trends. J Gen Intern Med,18,370-376.
  • Jamkar, A.V. Yemul, V.L. Singh, G. Integrated teaching program with student centered case base learning www.faimer.org/education/fellows/abstracts/04jamkar.pdf. at BJ Medical College Pune. Available from:
  • Kasselbaum, D.E. (1989). Change in medical education: the courage and will to be different. Acad Med, 64,446-447.
  • Kate, M.S. Kulkarni, U.J. Supe, A. Deshmukh, Y.A. (2010). Introducing Integrated Teaching in Undergraduate Medical Curriculum. Intl J Pharma Sci Res, 1,18-22.
  • Kingsland, A. J. (1996), “Time expenditure, workload, and student satisfaction in problem based learning.” In L. Wilkerson & W. H. Gijselaers (Eds.), Bringing problem-based learning to higher education: Theory and practice. San Francisco: Jossey-Bass, pp. 73-81.
  • Lemos, A.R. Sandars, J.E. Alves, P. Costa, M.J. (2014). The evaluation of student-centredness of teaching and learning: a new mixed-methods approach. Int J Med Educ, 5,157-164
  • Paul, V.K. (1993). Innovative programmes of Medical Education: Case studies. Indian J Pediatr, 60,759- 768.
  • Resnick, L.B. & Klopfer, L.E. (1989). “Toward the thinking curriculum.” In L. B. Resnick & L. E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research. Yearbook of the Association for Supervision and Curriculum Development. Alexandria, VA: ASCD, pp. 1-18.
  • Schmidt, H.G. Machiels-Bongaerts, M. Hermans, H. Ten Cate, T.J. Venekamp, R. Boshuizen, H.P. (1996). The development of diagnostic competence: Comparison of a problem based, an integrated and a conventional medical curriculum. Acad Med ,71, 658-64.
  • Shimura, T.T. Aramaki, K. Shimizu, T. Miyashita, K. Adachi, A. Teramoto. (2004). Implementation of integrated medical curriculum in Japanese medical schools. J Nippon Med Sch, 71, 11-16.
  • Singh, T. Gupta, P. Singh, D. (2013). Integrated teaching. In, Indian academy of Pediatrics Principles of Medical Education (4th ed). New Delhi: Jaypee Publishers, pp 22-26
  • The Edinburgh Declaration,1988. World congress on the Medical Education of the world Federation of Medical Education. Med Edu, 22, 481-482. APPENDIX

Year 2016, Volume: 11 Issue: 1, 19 - 30, 01.01.2016

Sushma R Kotian Antony Sylvan D Souza Nandini P Bhat Anne D Souza Mamatha Hosapatna

Abstract

References

  • Azer, S.A. & Eizenberg, N. (2007). Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students. Surg Radiol Anat, 29(2),173-180.
  • Beane, J.A. (1997). Curriculum integration: Designing the core of democratic education. New York: Teachers College Press.
  • Damegh, S.A. (2005). Comparison of an integrated problem based learning curriculum with the traditional discipline based curriculum in KSA. J Coll Phys Surg Pak, 15,605-608.
  • Dandannavar, V.S. (2010). Effect of Integrated teaching versus conventional lecturing on MBBS phase1 students. Resent research in science and technology, 2(11),40-48.
  • Doraisamy, R. & Radhakrishnan, S. (2013). The Effectiveness of Integrated Teaching over Traditional teaching among first year MBBS Students: A Preliminary study. Medical Journal of D Y Patil University, 6(2),139-140.
  • Gallagher, S.A. (1997). Problem-based learning: Where did it come from, what does it do, and where is it going? Journal for the Education of the Gifted, 20 (4),332-362.
  • Ghosh, S. & Pandya, H. V. (2008). Implementation of Integrated learning program in neurosciences during first year of traditional medical course perception of students and faculty. BMC Med Edu, 8: 44.
  • Harden, R.M. Sowden, S. Dunn, W.R. (1984). Educational strategies in curriculum development: The SPICES model. Med Educ, 18(4), 284-297.
  • Huber, M.T. & Hutchings, P. (2004). Integrated learning: Mapping the terrain. The Academy in transition. Washington DC: Association of American Colleges and Universities, pp 1-17.
  • Irby, D.M. & Wilkerson, L. (2003). Educational innovations in academic medicine and environmental trends. J Gen Intern Med,18,370-376.
  • Jamkar, A.V. Yemul, V.L. Singh, G. Integrated teaching program with student centered case base learning www.faimer.org/education/fellows/abstracts/04jamkar.pdf. at BJ Medical College Pune. Available from:
  • Kasselbaum, D.E. (1989). Change in medical education: the courage and will to be different. Acad Med, 64,446-447.
  • Kate, M.S. Kulkarni, U.J. Supe, A. Deshmukh, Y.A. (2010). Introducing Integrated Teaching in Undergraduate Medical Curriculum. Intl J Pharma Sci Res, 1,18-22.
  • Kingsland, A. J. (1996), “Time expenditure, workload, and student satisfaction in problem based learning.” In L. Wilkerson & W. H. Gijselaers (Eds.), Bringing problem-based learning to higher education: Theory and practice. San Francisco: Jossey-Bass, pp. 73-81.
  • Lemos, A.R. Sandars, J.E. Alves, P. Costa, M.J. (2014). The evaluation of student-centredness of teaching and learning: a new mixed-methods approach. Int J Med Educ, 5,157-164
  • Paul, V.K. (1993). Innovative programmes of Medical Education: Case studies. Indian J Pediatr, 60,759- 768.
  • Resnick, L.B. & Klopfer, L.E. (1989). “Toward the thinking curriculum.” In L. B. Resnick & L. E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive research. Yearbook of the Association for Supervision and Curriculum Development. Alexandria, VA: ASCD, pp. 1-18.
  • Schmidt, H.G. Machiels-Bongaerts, M. Hermans, H. Ten Cate, T.J. Venekamp, R. Boshuizen, H.P. (1996). The development of diagnostic competence: Comparison of a problem based, an integrated and a conventional medical curriculum. Acad Med ,71, 658-64.
  • Shimura, T.T. Aramaki, K. Shimizu, T. Miyashita, K. Adachi, A. Teramoto. (2004). Implementation of integrated medical curriculum in Japanese medical schools. J Nippon Med Sch, 71, 11-16.
  • Singh, T. Gupta, P. Singh, D. (2013). Integrated teaching. In, Indian academy of Pediatrics Principles of Medical Education (4th ed). New Delhi: Jaypee Publishers, pp 22-26
  • The Edinburgh Declaration,1988. World congress on the Medical Education of the world Federation of Medical Education. Med Edu, 22, 481-482. APPENDIX
There are 21 citations in total.

Details

Other ID JA22NA45SC
Journal Section Articles
Authors

Sushma R Kotian This is me

Antony Sylvan D Souza This is me

Nandini P Bhat This is me

Anne D Souza This is me

Mamatha Hosapatna This is me

Publication Date January 1, 2016
Published in Issue Year 2016 Volume: 11 Issue: 1

Cite

APA Kotian, S. R., D Souza, A. S., Bhat, N. P., D Souza, A., et al. (2016). Integrated Teaching: Boon or a Bane?. Educational Policy Analysis And Strategic Research, 11(1), 19-30.
AMA Kotian SR, D Souza AS, Bhat NP, D Souza A, Hosapatna M. Integrated Teaching: Boon or a Bane?. Educational Policy Analysis And Strategic Research. May 2016;11(1):19-30.
Chicago Kotian, Sushma R, Antony Sylvan D Souza, Nandini P Bhat, Anne D Souza, and Mamatha Hosapatna. “Integrated Teaching: Boon or a Bane?”. Educational Policy Analysis And Strategic Research 11, no. 1 (May 2016): 19-30.
EndNote Kotian SR, D Souza AS, Bhat NP, D Souza A, Hosapatna M (May 1, 2016) Integrated Teaching: Boon or a Bane?. Educational Policy Analysis And Strategic Research 11 1 19–30.
IEEE S. R. Kotian, A. S. D Souza, N. P. Bhat, A. D Souza, and M. Hosapatna, “Integrated Teaching: Boon or a Bane?”, Educational Policy Analysis And Strategic Research, vol. 11, no. 1, pp. 19–30, 2016.
ISNAD Kotian, Sushma R et al. “Integrated Teaching: Boon or a Bane?”. Educational Policy Analysis And Strategic Research 11/1 (May 2016), 19-30.
JAMA Kotian SR, D Souza AS, Bhat NP, D Souza A, Hosapatna M. Integrated Teaching: Boon or a Bane?. Educational Policy Analysis And Strategic Research. 2016;11:19–30.
MLA Kotian, Sushma R et al. “Integrated Teaching: Boon or a Bane?”. Educational Policy Analysis And Strategic Research, vol. 11, no. 1, 2016, pp. 19-30.
Vancouver Kotian SR, D Souza AS, Bhat NP, D Souza A, Hosapatna M. Integrated Teaching: Boon or a Bane?. Educational Policy Analysis And Strategic Research. 2016;11(1):19-30.