Evaluation of Integrated Learning Program of Undergraduate Medical Students

Background: When medical schools attempt to place, up to date information without coherence into their vast curricula, students face an overwhelming burden of dispersed information and desperately opt for rote memorisation rather than understanding. The objective of this study was to compare response and performance of students as a result of change from non-integrated to integrated curricula. Methods: The need of integration came from students’ response to a non-integrated curriculum. Integrated Learning Program (ILP) was designed by curriculum development and integration committee. A structured questionnaire on perception of teaching methodologies and active learning was obtained from 95 students and 14 faculty members. Assessment test results were compared with a nonintegrated module. Results: Overall satisfaction with ILP was shown by 78% students and 72% faculty members. The students realised greater command on subject and utility of course for better prospects in university exam and clinical orientation. Significant test performance was observed (p<0.001) by integrated curriculum. Conclusion: Competency based education and professional learning of medical students can be enhanced by complete integration in basic sciences curriculum.