Integrated teaching program using case-based learning.

Area of Science:

• Medical Education
• Pedagogy in Higher Education

Background:

• Medical education often suffers from subject compartmentalization, hindering integrated understanding.
• Traditional curricula lack emphasis on case-based learning, impacting contextual knowledge acquisition.

Purpose of the Study:

• To develop and implement an integrated teaching program in medical school.
• To enhance contextual knowledge and student engagement through interdisciplinary learning.

Main Methods:

• Faculty from various departments formed topic committees to design integrated curriculum.
• Utilized diverse methodologies including didactic lectures, case-stimulated sessions, clinical visits, lab work, and seminars.

Main Results:

• Students demonstrated superior performance in subjects taught via the integrated approach compared to traditional methods.
• Clinical visits and case-stimulated interactive sessions were highly rated by students for active involvement and query resolution.

Conclusions:

• Integrated teaching garners positive student perception and leads to improved academic performance.
• While effective, integrated teaching presents challenges in faculty workload and interdepartmental coordination.