Background Integrated health professions curricula aim to produce graduates who are capable of meeting current and future healthcare needs. This is reflected in pharmacy education where integration is increasingly advocated by pharmacy regulators as the perceived optimal way of preparing students for registration as pharmacists. There is, however, no definition of integration. Integration can be described according to a model of horizontal, vertical or spiral integration. It can also be described by the themes used to integrate, such as a systems-based approach or by integrative teaching and learning approaches. The level of integration can also be described. Objective This scoping review aimed to explore health professions education literature to inform the optimal design of integrated pharmacy curricula. This review asks: what is meant by integration in health professions curricula? Methods The Arksey and O'Malley scoping review framework was utilised. Ovid MEDLINE, EMBASE, Scopus, Web of Science and ERIC were searched. Models of integration, themes for integration, integrative teaching and learning approaches, and level of integration were defined and supported data extraction. Results There were 9696 records screened and of these 137 were included. The majority of studies (n = 88) described horizontal integration. Systems-based teaching (n = 56) was the most common theme reported. Various integrative teaching and learning approaches were described, including experiential (n = 43), case-based (n = 42) and problem-based (n = 38) learning. The majority of the curricula could be classified as levels 5–7 on Harden's ladder (n = 102). Perception outcomes were reported for 81 studies, and only 3 reported outcomes beyond perception. Reported outcomes were generally positive and included knowledge gains and increased motivation. Conclusions There is a need for integration to be explicitly defined by curriculum developers and researchers. Attention should be given to describing the model, theme, teaching and learning approach and level of integration. There remains a lack of evidence for integration.

A scoping review of health professional curricula: Implications for developing integration in pharmacy.

Purpose The present study aimed to explore the impact of instructor-provided notes on the learning and exam performance of medical students Patients and methods The participants involved in this study were the first year medical students who enrolled in the auditory system course in the second semester of the academic years 2012-2016 (N=380, 170 males and 210 females) The medical students were divided into two groups: teaching without guided note-taking approach and teaching with guided note-taking approach To measure the note-taking process of students, quantity and quality of notes were recorded and scored At the end of the course, the questionnaire was administered to all students in the experimental group in order to cover student's satisfaction with the instructor-provided notes Chi-squared tests using SPSS software were performed on categorical variables for comparison of exam score between classes with/without guided note-taking approach A P<005 was considered as statistically significant Results When compared, more females (75%) than males were included in the note-taking process Females wrote more information in greater detail than males In the control group, only 58 students from 193 students attempted to take notes, but in the experimental group, all of the students were encouraged to complete guided notes and take notes When students were provided with guided notes, the structure of their notes reflected more outline, examples, verbatim and words than the control group The students connected the main idea with their details in the spaces of the guided notes The course final exam performance for the class with the guided note-taking approach was statistically significantly higher than that for the class without a guided note-taking approach (χ2) = 10542; P=0023) Nearly all of the students agreed to receive instructor-provided notes before class Conclusions Findings of the present study indicated that when students are provided with guided notes, their note-taking process develops; consequently improving students' learning and exam performance

/pdf/impact-of-instructor-provided-notes-on-the-learning-and-exam-zpibofsk2f.pdf

Impact of instructor-provided notes on the learning and exam performance of medical students in an organ system-based medical curriculum.

Background : Jazan province is located in the south-west of the Kingdom of Saudi Arabia. The province is offlicted with a wide spectrum of diseases and therefore have a special need for more health services. The Faculty of Medicine at Jazan has been following the traditional curriculum since its inception in 2001. The traditional curriculum has been criticized because of the students inability to relate what they learned in the basic sciences to medicine, thus stifling their motivation. It was felt that much of what was presented in preclinical courses was irrelevant to what the doctor really needed to know for his practice. The College therefore, decided to change to an integrated curriculum. Design: The study was conducted in 2004-2005 in the Faculty of Medicine, Jazan University. It began with a literature survey/search for relevant information and a series of meetings with experts from various institutions. A Curriculum Committee was formed and a set of guiding principles was prepared to help develop the new curriculum. A standard curriculum writing format was adopted for each module. It was decided that an independent evaluation of the new curriculum was to be done by experts in medical education before submission for official approval. There were several difficulties in the course of designing the curriculum, such as: provision of vertical integration, the lack of preparedness of faculty to teach an integrated curriculum, and difficulties inherent in setting a truly integrated examination. Curriculum: The program designed is for 6 years and in 3 phases; pre-med (year 1), organ/system (years 2 and 3), and clinical clerkship (years 4, 5, and 6). This is to be followed by a year of Internship. The pre-med phase aims at improving the students' English language and prepare them for the succeeding phases. The organ/ system phase includes the integrated systems and the introductory modules. The curriculum includes elective modules, early clinical training, behavioral sciences, medical ethics, biostatistics, computer practice, and research methods. The curriculum provides active methods of instruction that include: small group discussion/ tutorials, problem-based learning (PBL), case-study/ clinical presentations, seminars, skills practice (clinical skill lab), practical, demonstration, and student independent learning. Methods of evaluating students include continuous and summative assessment. Conclusion: The new curriculum adopted by the Jazan Faculty of Medicine is an integrated, organ/ system based, community-oriented, with early clinical skills, elective modules, and innovative methods of instructions.

Developing an integrated organ/system curriculum with community-orientation for a new medical college in jazan, saudi arabia.

Developing an integrated organ/system curriculum with community-orientation for a new medical college in Jazan, Saudi Arabia

The traditional MBBS curriculum was based on passive learning styles and in Pakistan comprised of five years teaching program with student assessment carried out at the end of each year. In the first three years, as per the Flexner’s recommendations the students went through the basic health sciences such as Biochemistry, Anatomy, Physiology, Behavioral sciences, Community Health Sciences, Forensic medicine, Pharmacology and Pathology while the last two years were dedicated entirely to teaching of clinical disciplines. 11

Hybrid Semester System in MBBS Program - Ziauddin Medical College Experience

Objective: To report the formulation and implementation of an organ system based integrated curriculum for MBBS students at Ziauddin Medical University (ZMU) Karachi. Steps of integration: The Basic Medical Science Faculty (Anatomy, Physiology and Biochemistry) along with representatives from Medicine, Surgery and Community Health Sciences held joint meetings spread over weeks to design a system based integrated curriculum for the first two years of the MBBS class. Objectives of an integrated course were devised and the duties of term coordinator determined. Conclusion: Horizontal integration of Basic Science subjects can be achieved, with the subject specialists coordinating the teaching of a system based as opposed to subject based curriculum. The basic sciences can also be integrated with Community Health Sciences to achieve partial vertical integration.

An integrated curriculum for MBBS.

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An integrated curriculum for MBBS.