Perceptions of medical teachers about integrated curriculum

Ziyad Afzal Kayani, Irum Gilani


BACKGROUND: There is a significant progress in medical education in recent years but still there is room for reforms and innovations. Development of curriculum is a dynamic process which is ongoing since centuries. With advances in medical sciences, changes in patterns of diseases, changing socio-economic realities, periodic updating of a curriculum is necessary. Medical curriculum has gone through many reforms and for implementation of a new curricular reform detailed understanding of implementer’s perceptions is mandatory.

AIM: The study is aimed to determine the perceptions of medical teachers about curricular reforms.

METHODS: Search was done utilizing the PubMed and ERIC databases and grey search utilizing search engine Google and Google scholar, following the Haig and Dozier approach. Optimal search with combine natural language and controlled vocabulary approaches was used.

RESULTS: After initial selection of 237 articles relevant to the research question there abstracts were studied, inclusion and exclusion criteria were applied and it was found that there are many articles which are nonspecific (not having proper study designs, conference proceedings) and 10 were duplicate. Three themes were identified after search: Theme 1: Evolution of integrated curriculum/ Historical Perspective, Theme 2: Implementation of the integrated curriculum and Theme 3: Failed reforms to implement the integrated curriculum

CONCLUSION: It is concluded that integrated curriculum in an organ-system-based model is a curricular reform that is well accepted by teachers around the world. It helped reducing the excessive information and repetition of content

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