I appreciate the efforts of the authors of the article on integration in
medical education published recently in the journal [1].
Competency-based under graduate medical curriculum for Indian medical
graduates has given elaborate guidelines on how integration can be
achieved in various subjects [2]. Competency tables of this document
have suggested for areas of integration according to subject-wise
competencies.
Integrated teaching activity has not received
expected success, though attempted widely. There are many misconceptions
among the faculty about implementation of integrated teaching sessions.
Integrated teaching has been organized as a series of lectures involving
faculty from many departments. The extra efforts required for
inter-departmental coordination has made the organization of activity
irregular and episodic, lacking in sustainability. The lengthy structure
of the resultant sessions has also not been able to arouse sufficient
interest among the students.
Integrated teaching can be made more meaningful if
these misconceptions are addressed. It has been rightly pointed out in
the competency-based undergraduate curriculum document that there should
be integration of concepts and not necessarily of teachers [2]. The
faculty can identify the topics in their curriculum where integration
with other disciplines can reduce redundancy, duplication and increase
the relevance of learning for the students. The teachers from other
departments may be consulted for planning of sessions and not for actual
participation in the sessions, unless deemed necessary. Integration of
relevant concepts from other disciplines will help in enriching the
routine teaching activity. The faculty from the parent discipline can
perform this integration at their own level to make the learning
experience for the student more meaningful and relevant.
Integration should be an integral part of routine
teaching program of each department, rather than an independent
activity. Integration should be used as an opportunity to enrich the
departmental teaching activities without compromising the departmental
learning objectives. Integrated teaching sessions should be short and
brief, to be completed in the routine allotted time, avoiding too many
objectives in one session. Multiple teaching methods such as case
discussions, group activity and panel discussions can generate interest
in students. Intensive coordinated action by teachers is required to
make integrated teaching successful activity.
