Integration in Medical Education
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Integration in Medical Education MUSHARRAF HUSAIN,1,3 SABINA KHAN2,3 AND DINESH BADYAL4 From Departments of 1Surgery, 2Pathology and 3Medical Education Unit, Hamdard Institute of Medical Sciences and Research (HIMSR), Jamia Hamdard, Delhi, India: and 4Department of Pharmacology and Medical Education, Christian Medical College, Ludhiana, Punjab, India. Correspondence to: Dr Musharraf Husain, Professor and Head, Department of Surgery HIMSR, Jamia Hamdard, Delhi 110 062, India. [email protected] The term integration has gained importance in Medical education over the last two decade, and is believed to facilitate knowledge, that is more meaningful to clinical practice. A move towards integration in medical education is likely to reduce fragmentation of the medical course and motivate students towards better learning, It aims to improve medical education by bridging the traditional barrier between basic and clinician sciences. Integration is one of the major changes incorporated in the new competency based curriculum for undergraduate medical program in India. There are associated changes in the assessment system too in relation to integration. However, the concept of integration/integrated curriculum lacks significant clarity as how to implement it in medical institutions with added paucity of literature on this important topic. Integrated teaching is the integration of the concepts wherein various subject-based knowledge or aspects of one theme or topic areassimilated to provide the holistic approach. Our review focusses on the need for integration with comparative analysis of the two most important models of integration (Fogarty and Harden) which are being followed, delving on their common features for simplifying this complex topic as well as for better understanding of the concept. We have also proposed six steps for implementation of integration. We conclude that the proposed change from conventional to new integrated curriculum requires robust planning and coordination amongst the various stakeholders in medical institutions. Keywords: Competency-based medical education, Curriculum, Multi disciplinary.
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where learning takes place in a context (contextual learning). It also promotes a holistic approach to patients and their problems. The learning theory ‘constructivism’ behind the integration of basic and clinical sciences states that learner needs to understand the concepts in basic sciences and make connections with its applicability in clinical sciences. There should be development of construction of understanding the relevance of learning basic sciences [3].
ll of us are aware of the importance of term “integration”. The concept of life or even the whole universe is non-existent without integration. We cannot compartmentalize our body into various systems or organs, everything in the body has to work in coordination with each other just to stay alive. This is not only true for human lives but also holds true for all kinds of system in the universe- be it natural or man-made. We have given this
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