Medical students’ perspectives about traditional and integrated learning programs at University of Bisha, Saudi Arabia
DOI:
https://doi.org/10.18203/2394-6040.ijcmph20233423Keywords:
Traditional, Saudi Arabia, Integrated learningAbstract
Background: Students’ approaches to learning are central to the process of learning. There is strong debate about the efficiency of traditional learning programs (TLP) and integrated learning programs (ILP) in medical schools. TLP is easy for the students being passive learners and for the tutors playing the role of sage on the stage. ILP is mainly student-centered. It is essential to know the perspectives of medical school students about both programs as they used to apply TLP in the 1st year and started ILP in the 2nd year.
Methods: This study adopted a quantitative research methodology. We addressed the 3rd-year medical students at the College of Medicine, University of Bisha, KSA. An online survey using Google forms was applied for data collection. The study was performed from August 2019 to June 2021.
Results: Agreement with the integrated program (80.8%) exceeded the traditional (48.5%) especially in improving communication skills, dealing with new technologies, reinforcement of competencies in the research field, and to lesser extent for its suitability to be applied in medical schools nowadays, development of desired doctor skills to deal with patients and for provision of good approach for medical practice, and lastly for its suitability to identify and deal with the community needs. There was no statistical significance between the 2 programs regarding support of professionalism values. The disagreement of ILP (19.2%) was much lower than TLP (51.5%).
Conclusions: Integrated learning program becomes an innovative tool for learning in medical schools with excellent compliance among medical students.
Metrics
References
Safi A. Education in elementary, junior high school, and senior high school levels. 10th edn, Tehran: SAMT Publications; 2009.
Marton F, Säljö R. On qualitative differences in learning: I-Outcome and process British. J Educ Psychol. 1976;46(1):4-11
Islam MA, Khan SA, Talukder RM. Status of physiology education in US Doctor of Pharmacy programs. Adv Physiol Educ. 2016; 40(4):501-8.
Nazar H, Obara I, Paterson A, Nazar Z, Portlock J, Husband A. A consensus approach to investigate undergraduate pharmacy students’ experience of interprofessional education. Am J Pharm Educ. 2017; 81(2).
Pedrami F, Asenso P, Devi S. Using text analytics of AJPE article titles to reveal trends in pharmacy education over the past two decades. Am J Pharm Educ. 2016;80(6).
Chan WC, Ng CH, Yiu BK, Liu CY, Ip CM, Siu HH, et al. A survey on the preference for continuing professional dental education amongst general dental practitioners who attended the 26th Asia Pacific Dental Congress. Eur J Dent Educ. 2006;10:210-6.
Bonwell C, Eison J. Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report. Washington, DC: School of Education and Human Development, George Washington University. 1991.
Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, et al. Active learning increases student performance in science, engineering, and mathematics. Proc Nat Acad Sci USA. 2014;111:8410-5.
Barrows HS. A taxonomy of problem-based learning methods. Med Educ. 1986;20:481-6.
Thistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, et al. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach. 2012;34:e421-44.
Albanese M. Problem-based learning: why curricula are likely to show little effect on knowledge and clinical skills. Med Educ. 2000;34:729-38.
Vernon DT, Blake RL. Does problem-based learning work? A metaanalysis of evaluative research. Acad Med. 1993;(68):550-63.
Blewett EL, Kisamore JL. Evaluation of an interactive, case-based review session in teaching medical microbiology. BMC Med Educ. 2009;9:56.
Gemmell HA. Comparison of teaching orthopaedics using an integrated case-based curriculum and a conventional curriculum: a preliminary study. Clin Chiropr. 2007;10:36-42.
Moore GT, Block SD, Style CB, Mitchell R. The influence of the New Pathway curriculum on Harvard medical students. Acad Med. 1994;69:983-9.
Brauer DG, Ferguson KJ. The integrated curriculum in medical education: AMEE Guide No.96. Med Teach. 2015;37:312-22.
Kirschner PA, Sweller J, Clark RE. Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educ Psychol. 2006;41:75-86.
Mehta NB, Hull AL, Young JB, Stoller JK. Just imagine: new paradigms for medical education. Acad Med. 2013;88(10):1418-23.
Baeten M, Kyndt E, Struyven K. Using student-centered learning environments to stimulate deep approaches to learning: factors encouraging or discouraging their effectiveness. Educ Res Rev. 2010;5(3):243-60.
Entwistle NJ. Approaches to learning and perceptions of the learning environment: introduction to the special issue. High Educ. 1991;22(3):201-4.
Katlin R. Integration from the student perspective: constructing meaning. Center of the Learning and Teaching of Elementary Subjects; 1992.
Schmidt HG, Rotgans JI, Yew EH. The process of problem-based learning: what works and why. Med Educ. 2011;45:792-806.
Trowler V. Student Engagement Literature Review. York, UK: Higher Education Academy; 2010:1-15.
Hmelo-Silver CE, Duncan RG, Chinn CA. Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller, and Clark (2006). Educ Psychol. 2007;42(2):99-107.
White CB, Gruppen LD, Fantone JC. Self-regulated learning in medical education. Swanwick T, Forrest K, O’Brian BC eds. Understanding Medical Education. John Wiley and Sons, Ltd; 2013:201-211.
Joshi AS, Ganjiwale JD, Varma J, Singh P, Modi JN, Singh T. Qualitative assessment of learning strategies among medical students using focus group discussions and in-depth interviews. Int J Appl Basic Med Res. 2017;7(Suppl 1):S33.
Harden RM. The integration ladder: a tool for curriculum planning and evaluation. Med Educ. 2000;34(7):551-7.
Lisa SL, Lois SS, Sanjay D. Hidden curricula, ethics, and professionalism: optimizing clinical learning environments in becoming and being a physician: a position paper of the American College of Physicians. Ann Intern Med. 2018;(168):506-8.
Prober CG, Khan S. Medical education re-imagined: a call to action. Acad Med. 2013;88:1407-10.
