Dhanya Thirookaran Harichandran
BACKGROUND Traditional teaching is didactic, discipline wise model, passive, teacher centered and compartmentalized. Integrated teaching is organization of teaching methods to interrelate or unify subjects frequently taught in separate academic courses or departments. Integrated teaching is the need of the hour. MCI recommended integrated teaching since 1997. Students are expected to get a holistic and not fragmented approach on the subjects. It bridges academic knowledge with real life practice. The process also encompasses strategies for linking basic and clinical science from the classroom to the bedside. It helps improve cognitive, psychomotor domain and skill of students to correlate clinically. Students trained in integrated teaching used more accurate diagnosis than did students taught by conventional teaching. Needs and trends of students are changing, and role of education is being redefined. Student perception forms valuable input into curriculum modification and review. Impact evaluation is learning the student’s perception and attitude. Hence this study was done to explore, analyse and document the perception of second MBBS students as stakeholders in medical education by taking feedback after exposure to Horizontal integrated teaching as a new teaching learning method.
