FACULTY PPERCEPTION REGARDING IINTEGRATED CURRICULUM AT UNDERGRADUATE LEVEL: A QUALITATIVE STUDY
Objective: To explore faculty perception regarding theme-based Integrated Curriculum at a private medical College.
Study Design: A qualitative study.
Place and Duration of Study: Private Medical College at Islamabad, from Jul 2017 to Nov 2017.
Methodology: After taking consent, interviews of 18 faculty members of basic and clinical sciences of same institution, directly involved in teaching/assessment were conducted. Five major themes were developed: utility of curriculum; students learning; faculty collaboration & capacity building; curriculum alignment with the outcomes, and barriers in its implementation interviews were audio taped, later transcribed and analyzed by thematic analysis.
Results: Thematic analysis recognized that participants agreed on the fact that interdisciplinary teaching and early clinical exposure would be necessary to provide optimum patient care. Both the clinical and basic science faculty were of the opinion that curriculum mapping and faculty collaboration is needed to produce competent graduates. In order to develop professionalism, analytical thinking, deeper level of understanding and more clinical relevance in students, learner-centered techniques could be applied that not only captures students‟ attention but also creates further interest in learning.
Conclusions: Faculty declared it as a positive experience. Integrated curriculum involves improvement in diagnostic, cognitive and psychomotor skills of students and motivation of teachers to work as a team.