Multiple Case Scenarios Based on Integrated Teaching among First Year Medical Students: A Cross-sectional StudyCorrespondence Address :
Dr. Vanitha Gowda,
Professor and Head, Department of Biochemistry, Ramaiah Medical College, Mathikere, Msr Nagar, Bangalore-560054, Karnataka, India.
Introduction: Integrated teaching helps the students to understand the concepts well and conceptualise the subject well. Clinical cases introduced in the first year are interesting and stimulative for the student but may overwhelm and confuse the student.
Aim: To know the perception and acceptance of integrated teaching among the first year Bachelor of Medicine and Medicine of Surgery (MBBS) students which include multiple case scenarios.
Materials and Methods: This educational research is a crosssectional observational study involving first year medical students in Ramaiah Medical College, Bangalore. Study was conducted for a period of one year (August 2018 to June 2019). Horizontal integration of a system in the first year MBBS subjects were done. This was followed by an interactive session conducted by a Clinician basically comprising of multiple case scenarios on the particular system. The sessions focussed on integration of basic medical science subjects and their application in the case scenarios. Six organ-systems were similarly covered. The integrated sessions involved in class discussions of the clinical cases and were designed, implemented and moderated by two faculties (clinicians and basic science faculty). Collected data were entered into MS Excel, and analysis was done using Statistical Package for the Social Science (SPSS) software. The studentsâ€™ feedback regarding the perception of integrated teaching was collected on the Five point likerts scale using a validated questionnaire and analysed.
Results: The number of students included in the study was 140. About 135 (96.43%) of the students felt that integrated teaching using multiple case scenarios motivates them to learn in a better way. About 133 (95%) of students felt that integrated teaching helps them to understand concepts well, stimulates the critical thinking. About 136 (97.14%) of students felt that integrated teaching helped them to understand the topic in a holistic way.
Conclusion: The students felt that the integrated teaching using multiple case scenarios enhanced their perception and comprehension of the diseases and helped them to understand the relevance of application of pre-clinical knowledge in clinical practise.
Comprehensive learning, Critical thinking, Reasoning skills, Students perception
Date of Submission: Dec 17, 2020
Date of Peer Review: Jan 28, 2021
Date of Acceptance: Apr 03, 2021
Date of Publishing: May 01, 2021
• Financial or Other Competing Interests: None
• Was Ethics Committee Approval obtained for this study? Yes
• Was informed consent obtained from the subjects involved in the study? No
• For any images presented appropriate consent has been obtained from the subjects. NA
PLAGIARISM CHECKING METHODS:
• Plagiarism X-checker: Dec 18, 2020
• Manual Googling: Apr 02, 2021
• iThenticate Software: Apr 12, 2021 (15%)
ETYMOLOGY: Author Origin
- Emerging Sources Citation Index (Web of Science, thomsonreuters)
- Index Copernicus ICV 2017: 134.54
- Academic Search Complete Database
- Directory of Open Access Journals (DOAJ)
- Google Scholar
- HINARI Access to Research in Health Programme
- Indian Science Abstracts (ISA)
- Journal seek Database
- Popline (reproductive health literature)