With the introduction of competency-based medical education for undergraduate medical education by the Medical Council of India in our country, the need for reorientation of medical education as per societal needs requires a strengthening link with new reforms in the educational system of which integrated teaching–learning methods are of paramount importance. There is a shift from traditional didactic lectures to interactive discussions, group discussions, and integrated learning sessions. With shedding of too much of information overload from basic science subjects, proposals and efforts are there to incorporate basic science in the context of clinical orientation and teach them in system-wise fashion not in discipline-wise way as in the traditional teaching system it was followed. Hence, the new teaching system where teaching will be system-wise and for one system basic science teaching will be followed by clinical teaching along with clinical exposure at wards is the basic essence of integrated learning. The literature says teaching in this way helps students to understand, retain, and build concepts more effectively than the traditional system. Problem-based learning that enhances integrated learning methods provides relevance to the subjects studied. The need of the hour is a socially accountable medical education in India in alignment with global needs also. So, changes are inevitable. Faculty reorientation as per needs of new education system forms the backbone for successful launching of the program country-wise along with gaining of student's trust. Implementation of the integrated teaching–learning concept is a challenge as it needs extreme cooperation from college administration, medical education unit, college routine committee, individual departments, and individual teachers. There are different models of integrated teaching methods and each one of them is unique. To implement them, there are multiple strategies and for success of running the process smoothly the college administration needs to create environments. Assessment of students too needs certain modifications as the aim of the assessment needs to get aligned with launching goals. The aim of such effort is to create an Indian medical graduate competent in possessing requisite knowledge, exercising requisite skills, having values and attitudes as desired, and act with responsiveness and accountability. They will act with confidence in discharging their duties as the physician of first contact of the community and simultaneously will be globally relevant.
Kate MS, Kulkarni UJ, Supe A, et al. Introducing integrated teaching in undergraduate medical curriculum. Int J Pharma Sci Res 2010;1(1): 18–22.
Glennys JP, Bligh J. The changing context of undergraduate medical education. Postgrad Med J 1995;71(837):397–403. DOI: 10.1136/pgmj.71.837.397.
Carol C, Susan D, Wolfsthal, et al. Shifting paradigms: From Flexner to competencies. Acad Med 2002;77(5):361–367.
Ronald ME. Assessment in medical education. N Eng J Med 2007;356(4):387–396. DOI: 10.1056/NEJMra054784.
Gustava AQ, Jhon V, Matha A, et al. Integrated medical curriculum: advantages and disadvantages. J Med Edu Curric Dev 2016;3:537–540.
Laur D, Timothy K. Deepening natural curiosity: the future of PBL design. Soc Inf Tech Teacher Edu Int Con 2019. 2475–2478.
Shoemaker BJE. Integrative education: A curriculum for 21st century. OSSC Bull 1989;33(2):n2.
Harden RM. Approaches to curriculum planning. Med Edu 1986;20(5):458–466. DOI: 10.1111/j.1365-2923.1986.tb01193.x.
Harden RM, Sowden S, Dunn WR. Educational strategies in curriculum development: the SPICES model. Med Edu 1984;18(4):284–297. DOI: 10.1111/j.1365-2923.1984.tb01024.x.
Amudha K, Sunil G. Integrated learning in medical education: Are our students ready? Med Sci Edu 2015;25:549–551. DOI: 10.1007/s40670-015-0172-0.
David GB, Krsiti JF. The integrated curriculum in medical education: AMEE Guide no-96. J Med Teacher 2015;37(4):312–322. DOI: 10.3109/0142159X.2014.970998.
Samar AS, Soad SA, Nasra NA, et al. A model of horizontal and vertical integration of teaching on a cadaveric heart. Ann Anat 2010;192(6):373–377. DOI: 10.1016/j.aanat.2010.06.005.
Steward TJ. Learning environments in medical educations. Med Teacher 2006;28(4):387–389. DOI: 10.1080/01421590600727043.
Cheng CY. Multiple models of integrated learning: conception, effectiveness and creativity. Conference on integrated learning: research and classroom practice. HKIEd.14th Dec 2007.
Fogarty R. Ten ways to integrate the curriculum: integrating curriculum. Educational leadership 1991. 61–65.
Khan JS. Assessment driven integrated learning: assessment directed medical education curriculum. J Ayub Khan Med Coll Abodatabad 2010;22(4):201–206.
Rashmi V. The need and recent trends in medical education. J Basic Med Allied Sci 2012;1(2):7–18.
Neelam AT, Monica L, Riti JS, et al. Introduction of integrated teaching learning module in second MBBS curriculum. Int J Con Med Res 2016;3(5):1275–1279.
Ioannis TT, Chrysanthos S, Konstantinos TT, et al. Contribution of integrated teaching in the improvement of an undergraduate ophthalmology curriculum. Adv Med Edu Pract 2014;5:433–437.
Alam SM, Ruksana HM. 12 tips for developing an integrated curriculum. J Med Tech 2011;33(2):99–104.
Ravichandran D, Shankar R. The effectiveness of integrated teaching over traditional teaching among 1st year MBBS students: a preliminary study. Med J D.Y. Patil Vid 2013;6(2):139–141.
Basu M, Das P, Chowdhury G. Introducing integrated teaching and comparison with traditional teaching in undergraduate medical curriculum: a pilot study. Med J D. Y. Patil Vid 2015;8(4):431–438. DOI: 10.4103/0975-2870.160778.
Jogelkar S, Bhuiyan PS, Kishore S. Integrated teaching: our experience. J Postgrad Med 1994;40:231–232.
Dandannavar VS. Effect of integrated teaching versus conventional lecturing on MBBS phase I students. Recent Res Sci Technol 2010;2:40–48.
Harden RM. The integration ladder: a tool for curricular planning and evaluation. Med Edu 2000;34(7):551–557. DOI: 10.1046/j.1365-2923.2000.00697.x.
Kumari KM, Mysorekar VV, Raja S. Students perception about integrated teaching in an undergraduate medical curriculum. J Clin Diagn Res 2011;5:1256–1259.
Jamkar A, Yemul V, Singh G. Integrated teaching programme with student centred case based learning. Med Edu 2006;40(5):466–467. DOI: 10.1111/j.1365-2929.2006.02438.x.