Implementation of Innovative “Integrated Learning Modules” in a Spiral Curriculum: Successes and Challenges
Authors: Taranikanti Varna , Al Rajeibi Hajar , Al Farsi Khalil 
Published: June 2021

Study Objective

Integration of basic and clinical sciences have become important for relevant learning. Issues regarding satisfaction and acceptance of the amount and extent of integration early in the curriculum has always been a subject of debate among curriculum developers. Also, organization and implementation is a major challenge for curriculum coordinators and facilitators. At SQU, one of the hallmarks of the spiral curriculum adopted in the MD degree plan are the integrated modules which emphasize integration of basic and clinical sciences through horizontal and vertical integration in the phase 2/M2 of the curriculum. Various teaching learning activities included in this module are case based presentations, clinical skills, and lectures on medical professionalism and ethics. The purpose of the study is to evaluate the integrated modules from the students and tutors' viewpoint and analyze the strengths and weakness of the integrated program.

Methods

Module design included‐ Module planning, module development and module implementation. Case presentations were so designed to understand the pathophysiology of signs and symptoms, rationale for ordering investigations, interpretation of results and principles of management in a case based student directed learning environment along with anatomical skills pertaining to the case presentations. Students and facilitators were given a structured questionnaire which dealt with appropriateness of content and objectives, teaching learning methods, content coherence and evaluation methods.

Results

Over 70% of students felt the learning objectives and content were appropriate as it reinforced deep learning and relevance of learning. 96% of students felt the clinical skills lab enhanced their basic science reflections on clinical application of practice. 84% felt the assessments using team‐based assessments improved group learning and professional socialization. However, more than 70% students felt that most facilitators were discipline centered. The facilitators felt that there is need for commitment of faculty and departments for efficient conduction of sessions. However, facilitating the sessions of this module helped them to realize the deficiencies in the curriculum and the emphasis that needs to be laid in their core disciplines. It also promoted co‐operation between staff members from different disciplines and enhanced integration within disciplines.

Conclusion

Integration between basic and clinical sciences stimulates profound and self ‐ directed learning among students. Faculty workshops on integrated teaching as part of professional development is likely to strengthen integrated teaching in the curriculum by reducing discipline bias and focusing on case centered learning. Also, forming integrated subcommittees will make the implementation of this module more robust.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.