ArticleJournal of advances in medical education & professionalism2020
Integration of Different Disciplines in Medicine: A Vertical Integrated Teaching Session for Undergraduate Medical Students.
Article in Journal of advances in medical education & professionalism, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed, 6 citations in OpenAlex.
- Physiology education in China: the current situation and changes over the past 3 decades.BMC medical education · 2024Article
- The effect of integration of basic and clinical aspects of a specific topic in a parasitology course on medical students learning: A randomized controlled trial.Journal of education and health promotion · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionThe medical course is very vast and disciplines are covered in different phases. Most of the teaching methods are didactic and conducted by individual disciplines; that's why students fail to see the relevance of different disciplines and do not develop the required skills such as critical thinking, problem solving, and decision making. Solution to this is integrated teaching by various disciplines.
methodsA cross-sectional study was conducted among VI semester MBBS students and all the students who attended the class were included, using universal sampling. A descriptive analysis of the feedback was done for the students at the end of an integrated teaching session to assess the perceptions of students towards a new method of integrated teaching. A handout with all the relevant information was shared with the students as the study material. The results were presented in percentages.
resultsNinety seven percent of the students stated that the objective of the session was achieved. Most of the students (92.7%) believed that they had learned new skills which would be applicable in future practice. Most of the students (42.3%) appreciated the problem solving session followed by all the sessions equally (20.7%). Around 97.3% of the students shared that the handouts produced them with valuable information to support the session, and 92.8% of them gave feedback that they would use it in future as a reference material.
conclusionThe current descriptive analysis shows that students appreciated and enjoyed this new method of teaching learning session with the problem solving section as the most appreciated part of the integrated teaching session. The handout was well appreciated and utilized as a reference material during the session and students were also interested in using the same in future as a reference material.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.