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TBase - an Integrated Electronic Health Record and Research Database for Kidney Transplant Recipients
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Published on: April 13, 2021

Experience with a theme-based integrated renal module for a second-year MBBS class.

Riffat Shafi1, K H M Quadri, Waseem Ahmed

  • 1Department of Basic Health Sciences, Shifa College of Medicine, Islamabad, Pakistan. shafiriffat@hotmail.com

Advances in Physiology Education
|March 19, 2010
PubMed
Summary
This summary is machine-generated.

Shifa College of Medicine implemented an integrated modular curriculum for its undergraduate medical students. This innovative approach to medical education was well-received by both students and faculty.

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Area of Science:

  • Medical Education
  • Curriculum Development

Background:

  • Integrated learning is crucial for modern medical education.
  • Shifa College of Medicine transitioned to an integrated modular curriculum last year.

Purpose of the Study:

  • To describe the experience with the renal module in year 2 of a 5-year undergraduate medical curriculum.
  • To evaluate the effectiveness and reception of an integrated modular curriculum.

Main Methods:

  • A multidisciplinary team developed objectives, themes, and clinical cases for the renal module.
  • Learning strategies included large-group interactive sessions, small-group learning, problem-based learning, practicals, and self-directed learning.
  • Formative and summative assessments were employed, with student and faculty feedback collected.

Main Results:

  • 44% of students felt basic science and clinical concepts were well-balanced and integrated.
  • 57% of students believed small-group sessions encouraged critical thinking and participation.
  • 85% of facilitators agreed they could motivate students through interdisciplinary integration.

Conclusions:

  • The integrated curriculum delivery was positively received by students and faculty.
  • This integrated method is suitable for undergraduate medical education, particularly in developing countries.