Background: Integration in education means co-ordination in teaching learning activities to ensure harmonious functioning of the educational processes. Well-designed curriculum and good teaching methods will help students gain a body of knowledge, habit of study, and capacity of independent thinking.
Objectives: To assess the effectiveness of the integrated teaching method over the traditional teaching method among third year MBBS students.
Materials and Methods: Study was conducted on 80 students of third year MBBS, Part I. Two study groups, each of 40 students were formed. They were exposed to integrated teaching and traditional lecture method. Integrated teaching was implemented by the active involvement of medicine, pharmacology, and physiology departments. Traditional teaching was implemented by faculty of medicine department. Evaluation was done by pre-test, post-test, and feedback questionnaire of students with Likert scale.
Results: Statistically significant difference in marks was obtained in the test provided after integrated teaching when compared to traditional teaching method (significant P-value). 95% students felt that integrated teaching provides better understanding of subject and learning skills.
Conclusion: Results of this study suggest that integrated teaching was found more effective than traditional teaching. Integrated teaching should be introduced in undergraduate medical curriculum.
Key words: Integrated teaching, traditional teaching, teaching methodology, medical education
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