Ambwani Sneha, Vegada Bhavisha, Sidhu Rimple, Charan Jaykaran
Department of Pharmacology, All India Institute of Medical Science, Jodhpur, Rajasthan, India.
Department of Pharmacology, SN Medical College, Jodhpur, Rajasthan, India.
Int J Appl Basic Med Res. 2017 Dec;7(Suppl 1):S57-S61. doi: 10.4103/ijabmr.IJABMR_130_17.
It is postulated that integrated teaching method may enhance retention of the knowledge and clinical applicability of the basic sciences as compared to the didactic method.
The present study was undertaken to compare the integrated teaching method with the didactic method for the learning ability and clinical applicability of the basic sciences.
The 2 year MBBS students were divided into two groups randomly. The study was conducted into two stages. In the first stage, conventional didactic lectures on hypertension (HT) were delivered to one group and multidisciplinary integrated teaching to another group. For the second stage, diabetes mellitus groups were swapped. Retention of the knowledge between the groups were assessed through a multiple choice questions (MCQ) test. Feedback of the students and faculty was obtained on a 5 point Likert scale. For the comparison, student's data were regrouped into four groups, i.e., integrated HT, didactic HT, integrated diabetes and didactic diabetes.
There was no significant difference of MCQ score between integrated HT, didactic HT, and integrated diabetes group. However, the score obtained in didactic diabetes was significantly more ( = 0.00) than other groups. Majority of the students favored integrated teaching for clinical application of basic science and learning of the skill for the future clinical practice. Faculties considered integrated method as a useful method and suggested frequent use of this method.
There was no clear difference in knowledge acquisition; however, the students and faculties favored integrated teaching method in the feedback questionnaire.
据推测，与传统讲授法相比，整合教学法可能会增强基础科学知识的记忆及临床应用能力。
本研究旨在比较整合教学法与传统讲授法在基础科学学习能力和临床应用方面的差异。
将2年制医学学士学生随机分为两组。研究分两个阶段进行。第一阶段，一组进行关于高血压（HT）的传统讲授式讲座，另一组进行多学科整合教学。第二阶段，糖尿病教学组进行互换。通过多项选择题（MCQ）测试评估两组之间的知识掌握情况。通过5级李克特量表获取学生和教师的反馈。为了进行比较，将学生数据重新分组为四组，即整合式高血压组、讲授式高血压组、整合式糖尿病组和讲授式糖尿病组。
整合式高血压组、讲授式高血压组和整合式糖尿病组之间的MCQ分数没有显著差异。然而，讲授式糖尿病组的得分显著高于其他组（P = 0.00）。大多数学生赞成在基础科学临床应用和未来临床实践技能学习中采用整合教学。教师认为整合教学法是一种有用的方法，并建议经常使用这种方法。
在知识获取方面没有明显差异；然而，在反馈问卷中，学生和教师都赞成整合教学法。
