Using an Integrated Teaching Approach to Facilitate Student Achievement of the Learning Outcomes in a Preclinical Medical Curriculum in India

Autor/inn/en	Vashe, Asha; Devi, Vasudha; Rao, Raghavendra; Abraham, Reem Rachel; Pallath, Vinod; Umakanth, Shashikiran
Titel	Using an Integrated Teaching Approach to Facilitate Student Achievement of the Learning Outcomes in a Preclinical Medical Curriculum in India
Quelle	In: Advances in Physiology Education, 43 (2019) 4, S.522-528 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00067.2019
Schlagwörter	Teaching Methods; Student Attitudes; Physiology; Science Instruction; Feedback (Response); Science Tests; Vignettes; Outcomes of Education; Undergraduate Students; Medical Education; Cognitive Style; Independent Study; Learning Readiness; Foreign Countries; Correlation; Pretests Posttests; Scores; Science Achievement; Multiple Choice Tests; Behavior Change; Learning Strategies; India + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Physiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernleistung; Schulerfolg; Medizinische Ausbildung; Cognitive styles; Kognitiver Stil; Selbststudium; Lernbereitschaft; Ausland; Korrelation; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Indien
Abstract	Today most education institutions around the world have adopted the philosophy of outcome-based education. The emphasis in outcome-based education is achievement of outcomes; hence the curriculum should be designed in a way that it includes the components targeted specifically at achieving these outcomes. A discipline-based approach results in fragmentation of learning and lack of clinical applicability. Integrated teaching could be a solution to achieve required outcomes in a holistic way. Hence, the aim of this study was to develop, implement, and evaluate an integrated teaching module. Temporal coordination of the basic sciences, along with correlation of learned topics to clinical settings, was done in the first year of the undergraduate medical program. The module was evaluated by obtaining qualitative and quantitative feedback from students. Student assessment was conducted with a test that had case vignettes and multiple-choice questions. In addition, students' change in learning approaches and self-directed learning readiness were collected. Students' perception regarding the educational environment was also obtained. Analysis of the data showed positive feedback from the students regarding the integrated teaching. Students' average score in the test was 86%. There was a significant increase in the scores for the deep approach and self-directed learning readiness in the posttest compared with the pretest. Moreover, students were found to be satisfied with the educational environment. Evaluation of integrated teaching revealed that it was well accepted by the students. Moreover, it facilitated the achievement of the students' outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01