@article {163, title = {Introduction of Integrated Lecture Module: Performance and Perception of II Year Medical Students}, journal = {International Journal of Pharmacology and Clinical Sciences}, volume = {2}, year = {2013}, month = {June 2013}, pages = {47-54}, type = {Research Article}, chapter = {47}, abstract = {

Background: Integration of subjects, facilitates acquisition of knowledge, skills and attitudes to {\textquoteleft}theoretical{\textquoteright} subjects in a clinical context in comparison to traditional teaching. The utility of integrated lecture modules (ILM) was accordingly planned and the objective of the study was to evaluate the performance and to document the perception of year II MBBS students exposed to both the integrated and didactic lecture modules. Materials and Methods: The project was executed on 140 consented year II MBBS students who were randomly divided into 2 groups; group I (n=70) was exposed to didactic lecture (DLG), group II (n=70) to integrated lecture (ILG). The didactic lectures were taken by Pharmacology faculty, while integrated lectures by Pharmacology, Preventive and Social Medicine and Pediatrics faculty. Before the session, students appeared for a pretest consisting of 20 MCQs. Following the post test, the evaluation of the perception of students regarding this study was done by administering an 18 item feedback questionnaire. The agree and disagree comments from the respondents was expressed in percent-age and the pre and post test scores were analysed using the t test. Results: The mean pretest MCQ score in the DLG was 6.95 {\textpm} 1.38, which increased to 13.84 {\textpm} 3.79 in posttest. Similarly, the mean pre and post test scores of ILG were 6.17 {\textpm} 1.54 and 17.64 {\textpm} 2.68 respectively. In the feedback questionnaire 96\% students opined that ILM improved their understanding (versus 77\% for DLG) and 83\% students stated that the knowledge gained in ILM will help them in clinical practice (versus 73 \% in DLG). Conclusion: Implementation of vertical integration among pre, para and clinical subjects is beneficial as observed by the improved performance of students when exposed to ILM and as indicated by their response in the feedback.

}, keywords = {Didactic lecture, Student feedback, Vertical integration}, author = {Raakhi Tripathi and Pankaj Sarkate and Sharmila Jalgaonkar} }