Experience with a Theme-Based Integrated Renal Module for a Second-Year MBBS Class

Autor/inn/en	Shafi, Riffat; Quadri, K. H. M.; Ahmed, Waseem; Mahmud, Syed Nayer; Iqbal, Mobeen
Titel	Experience with a Theme-Based Integrated Renal Module for a Second-Year MBBS Class
Quelle	In: Advances in Physiology Education, 34 (2010) 1, S.15-19 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00069.2009
Schlagwörter	Feedback (Response); Medical Education; Learning Strategies; Problem Based Learning; Critical Thinking; Faculty; Teaching Methods; Scientific Concepts; Developing Nations; Undergraduate Students; Curriculum + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problem-based learning; Problemorientiertes Lernen; Kritisches Denken; Academic Staff; Lehrkörper; Teaching method; Lehrmethode; Unterrichtsmethode; Developing country; Developing countries; Entwicklungsland; Curricula; Lehrplan; Rahmenplan
Abstract	Integrated learning is the need of the hour. We at Shifa College of Medicine switched to an integrated modular curriculum last year. In the present article, we describe our experience with the renal module in year 2 of a 5-yr undergraduate medical curriculum. A multidisciplinary renal modular team developed the relevant objectives, themes, and clinical cases. The learning strategies used were large-group interactive sessions, small-group learning, problem-based learning, practicals, and self-directed learning. Assessment was both formative and summative. Student and faculty feedback questionnaires were administered at the end of the module. Forty-four percent of the students agreed that the basic science and clinical concepts were well balanced and integrated. Fifty-seven percent of the students believed that important learning issues could be identified and that participation and critical thinking were encouraged during the small-group sessions. Eighty-five percent of the facilitators agreed that they were able to motivate students for critical thinking and better learning through integrating various disciplines. In conclusion, the integrated method of curricular delivery was well received by students and faculty members, and it can be used successfully in undergraduate medical education in developing countries. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10