| Autor: |
Maharjan BR; Department of Biochemistry, School of Medicine, Patan Academy of Health Sciences, Lagankhel-5, Lalitpur, Nepal., Bhandary S; Department of Community Health Sciences, School of Medicine, Patan Academy of Health Sciences, Lagankhel-5, Lalitpur, Nepal., Upadhyay S; Department of Community Health Sciences, School of Medicine, Patan Academy of Health Sciences, Lagankhel-5, Lalitpur, Nepal., Ghimire S; Department of Anatomy, School of Medicine, Patan Academy of Health Sciences, Lagankhel-5, Lalitpur, Nepal., Shrestha I; Department of Physiology, School of Medicine, Patan Academy of Health Sciences, Lagankhel-5, Lalitpur, Nepal., Joshi M; Department of Pharmacology, School of Medicine, Patan Academy of Health Sciences, Lagankhel-5, Lalitpur, Nepal., Vaidya S; Department of Pathology, School of Medicine, Patan Academy of Health Sciences, Lagankhel-5, Lalitpur, Nepal., Pradhan P; Department of Microbiology, School of Medicine, Patan Academy of Health Sciences, Lagankhel-5, Lalitpur, Nepal. |
| Abstrakt: |
Background Integrated curriculum enhances students' learning and the retention of knowledge. At Patan Academy of Health Sciences, integrated organ system based curriculum is used with Problem Based Learning as the principle teaching learning method to foster students' learning. In addition, other approaches of integration were under taken such as integrated assessment; logical arrangement teaching learning methods (lectures and practicals); joint effort of faculty in curriculum planning and delivery; conducive environment to foster hidden curriculum. This study describes the perception of faculty and students on integration characteristics of Basic Science curriculum. Objective To measure the integration characteristics of Basic Science Curriculum. Method Tool was developed to measure integration characteristics of Basic Science Curriculum and ensure whether such planned integration has been achieved. Mixed method was used to measure the perception of the integration characteristics i) quantitatively by questionnaire survey to faculty and students ii) qualitatively by in-depth interview of students. Result Both faculty and students perceived that all the blocks in Basic Science was well integrated in the quantitative questionnaire survey. But, in the in-depth interview, students perceived integration of curriculum in organ system blocks were better integrated compared to Principle of Human Biology blocks where fundamentals of basic science disciplines were delivered. Students reflected that Problem Based Learning not only integrated Basic Science disciplines but also with clinical sciences and the social context. But, students perceived that Community Health Sciences curriculum was not so well integrated with Basic Science subjects. Conclusion Overall, this study showed that planned integration in Basic Science curriculum was successfully executed during curriculum implementation. |
