ArticleBMC medical education2012
Interdisciplinary integration of the CVS module and its effect on faculty and student satisfaction as well as student performance.
Article in BMC medical education, 2012. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed, 10 citations in OpenAlex.
- Improving outcomes in Medical Education: A Study of Clinical Cardiovascular Module Performance at Al-Baha Faculty of Medicine.Pakistan journal of medical sciences · 2025Article
- Extending the theoretical framework for curriculum integration in pre-clinical medical education.Perspectives on medical education · 2017Article
- Facilitating the transition from physiology to hospital wards through an interdisciplinary case study of septic shock.BMC medical education · 2014Article
- Student feedback about the integrated curriculum in a Caribbean medical school.Journal of educational evaluation for health professions · 2014Article
Corrections and comments
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Authors and funding
4 authors at 4 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundBeyond the adoption of the principles of horizontal and vertical integration, significant planning and implementation of curriculum reform is needed. This study aimed to assess the effect of the interdisciplinary integrated Cardiovascular System (CVS) module on both student satisfaction and performance and comparing them to those of the temporally coordinated CVS module that was implemented in the previous year at the faculty of Medicine of the King Abdulaziz University, Saudi Arabia.
methodsThis interventional study used mixed method research design to assess student and faculty satisfaction with the level of integration within the CVS module. A team from the medical education department was assembled in 2010/2011 to design a plan to improve the CVS module integration level. After delivering the developed module, both student and faculty satisfaction as well as students performance were assessed and compared to those of the previous year to provide an idea about module effectiveness.
resultsMany challenges faced the medical education team during design and implementation of the developed CVS module e.g. resistance of faculty members to change, increasing the percentage of students directed learning hours from the total contact hour allotted to the module and shifting to integrated item writing in students assessment, spite of that the module achieved a significant increase in both teaching faculty and student satisfaction as well as in the module scores.
conclusionThe fully integrated CVS has yielded encouraging results that individual teachers or other medical schools who attempt to reformulate their curriculum may find valuable.
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