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BOARD of GOVERNORS in supersession of Medical Council of India COMPETENCY BASED UNDERGRADUATE CURRICULUM FOR THE INDIAN MEDICAL GRADUATE Knows Knows how Shows Shows how Performs Describe Observe Demonstrate Enumerate Assist Counsel Analyse Guide Correlate Critique Prescribe Integrate Communicate Interpret Module 4 Alignment and Integration Communicator Team Leader Professional Lifelong Learner Collaborate Clinician Knowledge Knowledge Skills Skills Attitude Attitude Values Values Responsiveness Responsiveness Communication Communication Curriculum Implementation Support Program Alignment and Integration Module for Undergraduate Medical Education Program 2019 Medical Council of India Pocket-14, Sector-8, Dwarka, New Delhi 110 077 All rights reserved.
No part of this publication/documents may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission from Academic Cell of Medical Council of India, except for the use in Curriculum Implementation Support Program by medical teachers and institutions as well as in the case of brief quotations embodied in critical reviews and certain other non-commercial uses permitted by copyright law, 2019.
How to cite: Medical Council of India.

Alignment and Integration Module for Undergraduate Medical Education Program, 2019: pp 1- 34.

Expert Group 1.

Dr. Avinash Supe Former Director (ME and MH) and Dean, Emeritus Professor, Departments of G I Surgery and Medical Education Seth GS Medical College and KEM Hospital, Mumbai – 400012 2.
Dr. Krishna G. Seshadri Member, Board of Management Visiting Professor Departments of Endocrinology, Diabetes and Medical Education Sri Balaji Vidyapeeth, Puducherry - 607 403 3.

Dr. R. Sajith Kumar Professor and Head, Departments of Infectious Disease and Medical Education Convener, MCI Nodal Centre for Faculty Development Government Medical College, Kottayam, Kerala – 686008 4.

Dr. P.V.

Chalam Principal and Professor, Department of Surgery Bhaskar Medical College, RR Dist., Telangana – 500075 5.
Dr. Praveen Singh Professor and Head, Departments of Anatomy and Medical Education Convener, MCI Nodal Centre for Faculty Development Pramukhswami Medical College, Karamsad, Gujarat - 388325 6.

Dr. Tejinder Singh Professor, Department Medical Education Sri Guru Ram Das Institute of Medical Sciences and Research Amritsar, Punjab – 143501 7.

Dr. P.V.
Dr. P.V.

Vijayaraghavan Convener, MCI Nodal Centre, Vice Chancellor and Professor of Orthopedics, Sri Ramachandra Medical College and Research Institute, Porur, Chennai-600116.

8.

Dr. Subir K. Maulik Professor, Department of Pharmacology All India Institute of Medical Sciences, New Delhi-110029 9.

Dr. M Rajalakshmi Chief Consultant, Academic Cell, Medical Council of India, Pocket 14, Sector 8, Dwarka, New Delhi 110077.
Curriculum Implementation Support Program Module – 4 ALIGNMENT AND INTEGRATION Alignment and Integration Introduction The purpose of the MBBS program is to facilitate the medical student to become a primary caregiver to patients.

Learning in the various basic and clinical science subjects is predominantly directed towards achieving this purpose.

The volume and details required by the student to master each subject that comprises the overall MBBS program is considerable.
Subject based instruction provides an opportunity for the student to acquire both vast and deep knowledge of each subject.

This structure of instruction, however, may lead to lack of appreciation by the student of the inter- connected nature of knowledge in the various subjects, their relatedness, and importantly their relevance to patient care.

Additionally study in silos alone may lead to redundancy in instruction.
Several innovative methods have been developed over the years to address these challenges including various levels of integration of instruction that diminishes and removes boundaries within subjects both horizontally in a phase and vertically across phases.
While appreciating the value of these approaches, the proposed Graduate Medical Education Regulations (GMER) 2019 has sought to strike a balance that will retain the strength of traditional subject-based teaching and the reality of subject based assessment while providing the relevance, opportunity to understand the interconnectedness and reduce redundancy in the subjects being taught.
In order to achieve this, the MBBS curriculum will become a) aligned to the extent possible - meaning that as much as possible topics in different subjects in the same phase that have similar threads will be grouped together in the timetable and b) integrated to a limited extent both vertically and horizontally.

The purpose of horizontal integration (within a phase) is to remove redundancy and provide interconnectedness.
In the earlier phases, the purpose of vertical integration (across phases) is to emphasise the applicative use of the basic science concept taught.

In the later phases, its purpose is to utilise and build on prior knowledge and emphasise the foundations of clinical practice.
This document is meant to guide institutions, Curriculum Committee, MEU members, and teachers on how to create a timetable that incorporates the principles that have been laid down above reflecting the spirit of the proposed GMER document 2019.

Objective The participant must be able to: Facilitate the development of an aligned and integrated curriculum in his/her institution as envisaged in the GMER 2019 document.
Glossary of terms used For the purposes of this document - Alignment implies the teaching of subject material that occurs under a particular organ system/disease concept from the same phase in the same time frame i.e., temporally.

Integration implies that concepts in a topic / organ system that are similar, overlapping or redundant are merged into a single teaching session in which subject based demarcations are removed.
For the purpose of this document, topics from other phases that are brought into a particular phase for the purpose of reinforcement or introduction will also be considered as integrated topics.

In the GMER 2019, time for integrated teaching is clearly demarcated.

Linker is a session that allows the learner to link the concepts presented in an aligned and integrated topic.
Curricular element or Program addressed Alignment and Integration Relevant Extracts from GMER 2019 10.1 Preamble: The salient feature of the revision of the medical curriculum in 2019 is the emphasis on learning which is competency-based, integrated and student- centered acquisition of skills and ethical & humanistic values.

Each of the competencies described below must be read in conjunction with the goals of the medical education as listed in items 2 and 3 of the GMER.
It is recommended that didactic teaching be restricted to less than one third of the total time allotted for that discipline.

Greater emphasis is to be laid on hands-on training, symposia, seminars, small group discussions, problem-oriented and problem-based discussions and self-directed learning.

Students must be encouraged to take active part in and shared responsibility for their learning.

10.2 Integration must be horizontal (i.e.


across disciplines in a given phase of the course) and vertical (across different phases of the course).

As far as possible, it is desirable that teaching/learning occurs in each phase through study of organ systems or disease blocks in order to align the learning process.

Clinical cases must be used to integrate and link learning across disciplines.
Subject specific competencies with appropriate alignment and integration are available in the new competency based UG Curriculum document uploaded in the Medical Council of India website.

9 Description of the curricular program Alignment Teaching related systems or topics from different subjects in the same phase is strongly recommended.

This is the principal method to be followed while creating the phase-wise timetable or calendar and is called alignment (see figure 1).
Figure 1: Integration concepts framed in the GMER 2019.

Coloured boxes represent subjects.

1a.

Alignment - Temporal coordination: The timetable is adjusted so that topics within the subjects or disciplines which are related, are scheduled at the same time.

1b.

Sharing: Two disciplines may agree to plan and jointly implement a teaching program.

1c.

Correlation: The emphasis remains on disciplines or subjects with subject-based courses taking up most of the curriculum time.
Within this framework, an integrated teaching session or course is introduced in addition to the subject-based teaching (green box with red border).

1d.

Nesting: the teacher targets, within a subject-based course, skills relating to other subjects (Adapted from Harden R Med Edu 2000.

34; 551).

Alignment is recommended for the majority of the curriculum allowing similar systems or topics in different subjects to be learnt separately but during the same time frame.
Aligning could be done as organ system based (figure 2a) or topic/disease based (figure 2b) or both (figure 2c) Example: Syllabi in Cardiovascular system or Respiratory system in anatomy, physiology and biochemistry can be scheduled simultaneously in the timetable (figure 2a).
Example: A topic such as acute myocardial infarction or Tuberculosis can be created with the relevant learnings that will lead to the understanding of these topics If desired, the major alignment can be organ system based with incorporation of some specific topics that will lend itself to integration (see below).

10 For eg.

– In CV organ system the major alignment is with two topics, Acute Myocardial Infarction and Heart failure.
These topics or organ systems that are going to be aligned should be identified by the Curriculum Committee of the teaching institution and must be taught in an aligned fashion in each phase.

The method to derive topic objectives and sessions from competencies is outlined further in this booklet.
Figure 2a: Creating an aligned timetable using organ systems (six hours per day basis) 11 Figure 2b: Creating an aligned timetable using Topics Figure 2c: Creating an aligned timetable using organ systems and topics 12 Integration Integration is a learning experience that allows the learner to perceive relationships from blocks of knowledge and develop a unified view of its basis and its application.
The GMER 2019 applies these principles to the extent that will retain the strengths of subject based education and assessment while providing experiences that will allow learners to integrate concepts.

Keeping this in mind, the Regulations recommend the adoption of temporal coordination (called alignment in this document) as the major method to be followed allowing similar topics in different subjects to be learnt separately but during the same time frame (Fig 1a).
Example: Pancreatic Beta cell anatomy and histology, Pancreatic Beta cell physiology and Insulin structure and synthesis in biochemistry are usually taught at different times of the year.

An effort is made to group these related topics in different subjects during the same time frame in the calendar (figure 3a and 3b).
In a small proportion - not to exceed 20% of the total curriculum an attempt can be made to share (figure 1b) topics or correlate (figure 1c) topics by using an integration or linker session.

The integration session most preferred will be a case-based discussion in an appropriate format ensuring that elements in the same phase (horizontal) and from other phases are addressed.
Example: Since there is significant overlap in liver function in physiology and bilirubin metabolism in biochemistry - two departments could share sessions thereby reducing redundancy in what is being taught.

(Note that it is not essential for two teachers to teach but it is important that the session is planned to ensure that the objectives of both subjects are achieved) (figure 3c).
As much as possible, the necessary correlates from other phases must also be introduced while discussing a topic in a given subject - Nesting (figure 1d).

Example: In a session on bilirubin metabolism a patient (a paper case is sufficient) with Dubin Johnson syndrome is nested as a short discussion to provide an understanding of what can go wrong, how does it manifest and what is the relevance and future application of learning bilirubin metabolism (figure 3e).
Care must be taken to ensure that achievement of phase based objectives are given primacy - the integrative elements from other phases are used only to provide adequate recall and understand the clinical application of concepts.

It must be emphasised that integration does not necessarily require multiple teachers in each class.

Experts from each phase and subject may be involved in the lesson planning but not it in its delivery unless deemed necessary.
Topics that cannot be aligned and integrated must be provided adequate time in the curriculum throughout the year.

These concepts are summarised in table 1 and figure 3 (a-e).

13 Assessment will continue to be subject based.

However, efforts must be made to ensure that phase appropriate correlates are tested to determine if the learner has internalised and integrated the concept and its application.

Table 1.
Table 1.

Considerations for using alignment and integration in the curriculum Competency /Objective Same Phase Different Phase Cannot be aligned with a similar topic in a different subject Teach separately eg.

Lower limb anatomy and dissection Can be taught together in different sessions in the same topic Align eg.

Beta Cell histology in anatomy, Beta Cell function in physiology and structure and secretion of insulin, in biochemistry - - Can be taught in the same session in the same topic Share Nest eg.
Sharing - function of the hepatocyte, in physiology and bilirubin metabolism, in biochemistry eg.

Nesting - Present the clinical features and laboratory data of patient with Dubin Johnson syndrome in a session on Bilirubin metabolism Can be used to link concepts taught in a particular topic eg.
a patient with Type 1 Diabetes is used to understand the functions of the pancreatic islet - secretion and metabolism - Correlate 14 Figure 3: Pictorial illustration of alignment and integration concepts used in the GMER Figure 3a: Traditionally topics which have the same core of ideas in different subjects are taught at different times.

Figure 3b: Alignment is teaching these related components of a topic from different subjects at the same time i.e, in a temporally coordinated fashion.
15 Figure 3c: Redundancy can be reduced by creating a session, merging session objectives from two or more subjects and creating a shared session (Box with red outline).

Figure 3d: Increased correlation can be achieved by using a Linker (Box with purple outline) - usually a case (with sufficient complexity) from the same topic from a higher phase is used to anchor the learning.
16 Figure 3e: Appropriate concepts from other phases can be brought into a phase: to increase relevance at a lower phase or increase prior recall or reinforce the fundamental basis at a higher phase.

This is done by nesting some learning objectives from the topic in other phases into a learning session.
17 Steps in the development of Aligned and Integrated Topic (AITo) (Figure 4) Figure 4: Overview of process to create an aligned and integrated topic Step 1: Identify a list of topics or organ systems that will be accommodated in the timetable as aligned and integrated topics (AITo).

Examples of such topics included: Anemia, Febrile illnesses, Trauma etc.

are provided in Appendix 1 of this book.

Examples of organ system are Cardiovascular System, Gastro-intestinal system, Endocrine system.
Step 2: From the subject-wise competency document book developed by the MCI, transfer the competences that address the topic into a template.

Arrange these competencies according to phase and subject (see Appendix 3 for an example).

Examples for the topics are available in Appendix 1.

A glossary to understand competency is available in Appendix 2.

A comprehensive list of competency for the AITo Anemia is available in Appendix 3.
Step 3: For each competency, derive learning objectives, learning sessions and assessment methods.

18 a.

A learning session is created by putting together a bunch of objectives that can be accomplished in the allotted time and/or require a similar method of instruction.

b.

A bunch of learning sessions that are put together that address the topic from different subjects in the phase form an Aligned and Integrated Topic (AITo).
(See Figures 5-8 extracted from the Competency based UG curriculum document published by the Medical Council of India that illustrates this process).

Step 4: In each AITo of the phase, it is important to review competencies from the previous phase that will bear reinforcement in the current phase.

Similarly, it is important to ensure that competencies in the next higher phases are reviewed to explore if some of these require introduction in this phase.
Integration sessions allotted in each phase may be used to deliver these competencies.

a.

By reviewing objectives / competencies in a phase, redundant ones and those in each subject that can be taught together without a subject demarcation can be identified for horizontal integration (Sharing).

b.

Similarly, by reviewing objectives or competencies across phases, those with a common thread can be identified for vertical integration (Nesting and Correlation).
c. Objective writing and session planning must be done with teachers of all subjects involved in the aligned and integrated topic (AITo) and their inputs taken for the integrated session.

d. It is important to remember that the concept and not necessarily teachers have to be integrated.

Using different teachers in each integrated session is nice but rarely required.

Step 5: Consider adding a linker to each AITo.


A linker, as defined above, is a session that aptly links the various related stand-alone elements represented in an AITo and helps Correlate.

In the medical curriculum, the linker is most commonly a case.

A case that is creatively written can be used in each phase (often the same case) to allow students to correlate what they have learnt and apply into understanding disease process, diagnosis and care.
Using a case-based discussion in small groups will, in addition, encourage collaborative and self-directed learning.

Using the case discussion at different time points in AITo, will allow students to reinforce and link concepts appropriately.

An example of creating learning sessions with objectives incorporating principles of alignment, sharing, nesting and correlation is illustrated in figure 9 (1-8).

Step 6: Ensure that adequate time for the AITo is created in the time table.
It is important to consider the inclusion of an end of block assessment that will count towards formative/internal assessment.

Important: While creating the timetable ensure that topics in each subject that cannot be aligned are also taught simultaneously in each subject and that the timetable accommodates these topics appropriately.

19 An example of timetable incorporating an aligned and integrated topic is available in Appendix 4.
The functions of the AIT team in collaboration with phase-wise Curriculum subcommittee and Curriculum Committee in creating the AIT is illustrated in figure 11 in the section on governance.

Figure 5 - Deriving learning objectives from competencies Figure 6.
Deriving learning methods from competencies 20 Figure 7: Deriving assessment methods from competencies Figure 8: Marking objectives/ competencies for integration 21 Figure 9 (1-8) has used anemia as an example for creating an Aligned and Integrated topic.

Note: A comprehensive list of competencies for the topic anemia gleaned from the competency booklet is presented in Appendix 3.
For illustrative purposes only Figure 9.1 In this example two related competencies are identified from physiology (purple) and Biochemistry (Green) from the competency booklet Fig 9.2 Session objectives are derived for each competency are identified 22 Fig 9.3 Objectives that are similar to both subjects are marked for redundancy and sharing Fig 9.4 A new shared session is created merging the objectives from both subjects by removing redundancy 23 Fig 9.5 If desired, subjects from other phases are reviewed for competencies that will enhance the value of the learning session - in this instance a few competencies from pathology are brought into phase I to enhance the value of learning in the shared session.
24 Fig 9.6 Objectives from the pathology (brown) competencies are listed Fig 9.7: Selected objectives are “nested” to the shared session 25 Fig 9.8 A lesson plan is created for the integrated session Fig 9.9 A paper case is often used as a linker to improve the relevance and allow greater correlation 26 Curricular Governance required to create and implement an Aligned and Integrated Curriculum Figure 10: Steps and oversight required in development of Aligned and Integrated Topic The development of an aligned and integrated curriculum will require significant collaboration from all stakeholders.
In addition, curricular oversight will be required for its smooth implementation.

1.

The Dean as the head of the institution and also as the Chairman of the Curriculum Committee will be responsible for the overall development, implementation and oversight of the curriculum.

2.

The Curriculum Committee as constituted in accordance with the directives of the MCI will: a.

Develop a strategy for creating and implementing the curriculum and providing oversight, b.
Decide if the alignment will be topic or organ system based, c. Create a phase-wise Curriculum Subcommittee (PWCSC) to oversee the creation and delivery of aligned and integrated curriculum, d. Create and support topic teams which will develop objectives and learning sessions for each topic across the phases, e. Approve and release the annual timetable for each phase, 27 f. Liaise with the Medical Education Unit or Department for required faculty support.

3.
3.

The Phase-wise Curricular Sub-committees (PWCSC) may be constituted with heads of Departments or key in each phase with adequate faculty representation from other phases and reporting to the Curriculum Committee.

The PWCSC should: a.


Review competencies for each phase and convert them into learning objectives, b. Align the curriculum as much as possible and enlist help from other phases in creating necessary vertical integration and links, c. Reduce redundancy across the phase by integrating overlapping teaching elements, d. Develop learning and assessment methods for each phase, e. Prepare the timetable for the phase and present it to the Curriculum Committee for approval.

4.
4.

If needed, topic teams or Alignment and Integration (AIT) teams may be created.

These teams will have at least one member from each department across phases and is responsible for delivery of the topics identified.

The AIT team will: a.

Create learning and assessment sessions of the Aligned and Integrated Topics (AITo) identified across phases, b.
Represent the Aligned and Integrated Topic (AITo) to the phase-wise Curricular subcommittee and/or Curriculum Committee, c. Review competencies and develop learning objectives for the topic, d. Assign learning objectives to each phase and teaching session, e. Develop learning and assessment methods for the AITo, f. Help faculty with delivering session appropriately and in a collaborative manner across phases, g. Collect feedback for the AITo, and h. Provide student support.
28 Further reading Required Reading 1.

Ronald M Harden, The integration ladder: a tool for curriculum planning and evaluation, Medical Education 2000;34:551-557.

2.

Alam Sher Malik & Rukhsana Hussain Malik, Universiti Teknologi MARA, Malaysia Twelve tips for developing an integrated curriculum".

Medical Teacher 2011; 33: 99–104.

3.


David G. Brauer & Kristi J. Ferguson 1, Washington University School of Medicine, USA, University of Iowa, USA; The integrated curriculum in medical education: AMEE Guide No.

96.

4.

Integration of basic and clinical sciences ‐ AMEE 2008 Paul Bradley and Karen Mattick, Peninsula College and Dentistry, UK, https://amee.org/getattachment/Conferences/AMEE-Past-Conferences/AMEE- Conference-2008/Introduction-to-Medical-Education-Bradley-Mattick.pdf.
of Medicine Additional reading 1.

Gustavo A. Quintero, John Vergel, Martha Arredondo, Maria-Cristina Ariza, Paula Gomez & Ana-Maria Pinzon-Barrios, Integrated Medical Curriculum: Advantages and Disadvantages.

Journal of Medical Education and Curriculum Development 2016; J Med Educ Curric Dev 3:S18920 (online).
29 Appendix 1 Examples of aligned and integrated topics (indicative) Anemia Jaundice Diabetes Thyroid Diseases Nutrition Febrile Illness Tuberculosis Malaria Diarrhoea Ischemic Heart Disease Polycystic Ovarian Syndrome 30 Appendix 2 31 Appendix 3 How to choose competencies from different subjects in various phases for a given topic (illustrative example) Competencies for the topic anemia from various phases from the competency booklet volumes 1-3 No.

Competencies* Ye ar Competencies* No .


1 Physiology Biochemistry PY2 .1 Describe functions of blood components the composition and PY2 .2 PY2 .3 the Discuss forms, variations and functions of plasma proteins origin, BI 5.

2 Describe and discuss functions of proteins and structure-function relationships in relevant areas eg, hemoglobin and selected hemoglobinopathies the discuss and Describe of synthesis functions and its Haemoglobin and explain breakdown.

Describe variants of haemoglobin BI 6.


11 Describe the functions of haem in the body and describe the processes involved in its metabolism and describe porphyrin metabolism.

PY2 .4 Describe formation RBC (erythropoiesis & its regulation) and its functions BI 6.

12 Describe the major types of haemoglobin and its derivatives found in the body and their pathological relevance.

physiological/ 2 Pathology Pharmacology Microbiology Competencies* N o .
PA1 3.1 Describe extramedullary hematopoiesis hematopoiesis and P H 1.

35 Describe drugs used in hematological disorders and discuss mechanism/s of action, types, doses, side effects, indications and contraindications, like 1. anemias used Drugs 2.

Colony Stimulating factors in M I 2 .

4 anemia.


Describe the common microbial agents List the causing morphology, mode of infection and discuss the pathogenesis, clinical course, diagnosis and prevention and treatment of the common microbial agents causing Anemia.

32 PA1 3.2 Describe the anticoagulants in hematology role of Define and classify anemia PA1 3.3 PA1 3.4 Enumerate and describe investigation of anemia the 3 Medicine Pediatrics IM9.
1 define describe and classify anemia based on red blood cell size and reticulocyte count PE 13 .1 Discuss the RDA, dietary sources of Iron and their role in health and disease IM9.

2 and discuss the describe morphological characteristics aetiology and prevalence of each of the causes of anemia PE 13 .2 Describe the causes, diagnosis and management of Fe deficiency IM9.

4 describe and discuss the genetic basis of some forms of anemia IM9.
5 that elicit document and present a includes medical history symptoms, risk factors including GI history, medications, menstrual history, and family history bleeding, prior Identify the clinical features of dietary deficiency of Iron and make a diagnosis Interpret hemogram and Iron Panel PE 13 .3 PE 13 .4 * List of competencies only representative, not complete.

33 Appendix 4 Sample time table with AIT 34