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Cover page of the Journal of Health Sciences

 Table of Contents  
Year : 2019  |  Volume : 12  |  Issue : 2  |  Page : 179-180

Role of curriculum committee in the planning, implementation, and evaluation of integrated teaching in medical education in India

1 Department of Community Medicine, Member of the Medical Education Unit, Member of the Institute Research Council, Shri Sathya Sai Medical College and Research Institute, Chennai, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Chennai, Tamil Nadu, India

Date of Web Publication4-Jun-2019

Correspondence Address:
Dr. Saurabh RamBihariLal Shrivastava
Department of Community Medicine, 3rd Floor, Shri Sathya Sai Medical College and Research Institute, Ammapettai Village, Thiruporur - Guduvancherry Main Road, Sembakkam Post, Kancheepuram - 603 108, Tamil Nadu
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/kleuhsj.kleuhsj_307_18

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How to cite this article:
Shrivastava SR, Shrivastava PS. Role of curriculum committee in the planning, implementation, and evaluation of integrated teaching in medical education in India. Indian J Health Sci Biomed Res 2019;12:179-80

How to cite this URL:
Shrivastava SR, Shrivastava PS. Role of curriculum committee in the planning, implementation, and evaluation of integrated teaching in medical education in India. Indian J Health Sci Biomed Res [serial online] 2019 [cited 2022 Aug 15];12:179-80. Available from: https://www.ijournalhs.org/text.asp?2019/12/2/179/259638

Dear Editor,

The delivery of medical education across various medical colleges in India in the current setup is fragmented and major emphasis has been given to individual subjects.[1] This form of curricular delivery does no good for the budding doctors as it is left to their abilities to look on different subjects, make some connection between them and then utilize the understanding for getting a comprehensive picture which can then aid them in better patient care and management.[1],[2] It will not be wrong to say that subject specialist have still not come beyond their subject boundaries and do not want their subjects to lose their identity.[1]

To deal with this problem, an integrated teaching–learning approach has been advocated across medical colleges.[1],[2],[3] In fact, to support this stand, the findings of different studies which have employed integrated teaching have depicted better clinical reasoning and critical thinking skills, in contrast to the group of students taught with the conventional approach.[2],[3] In addition, integrated teaching is associated with various other merits such as minimizing repetition of a single topic across different specialties, reduction in the amount of information delivered and promotes coordination between different subjects through better teamwork.[1],[2],[3]

The curriculum committee of a medical college plays an instrumental role in the planning, implementation, and evaluation of any teaching program, including integrated curriculum.[1],[4] The ultimate goal of the committee is to ensure that the graduating student acquires the desired knowledge, skills, attitudes, and behaviors, which are expected out of them by the time of completion of the course.[1],[2] In order to achieve this goal, the members of the curriculum committee are expected to do the groundwork and create adequate evidence for the need to introduce integrated teaching within their setup and the availability of the desired resources.[4],[5]

The curriculum committee members should do a Curriculum mapping, which comprises of assessing what is taught (viz., content, learning outcomes), how it is taught (such as learning resources and opportunities), when it is taught (timetabling and sequencing) and what all assessment methods are employed to assess the extent of learning among students.[3],[4],[5] This curriculum mapping is required as it aids in increasing the transparency of the curriculum and useful for the students as they can understand the links between each activity.[3],[4],[5] For the design and management of the integrated curriculum, it is the responsibility of the committee to take steps to ensure that students receive the most effective and relevant curriculum for their clinical practice.[4],[5] The members of the committee have to decide the competencies which will be targeted through integrated teaching and whether the acquisition of knowledge or skills is progressive or not.[1],[5]

Further, they have to decide about the type of integration (viz., vertical or horizontal), timetabling of the curriculum, and development of the assessment pattern.[1] In addition, the members have to always ensure that in no way the proposed curriculum interferes with the minimum standards proposed by the Medical Council of India for the graduate medical regulations.[1],[2] In the entire process, the Curriculum Committee has to work in collaboration with the Medical Education Unit (for the smooth execution and selection of appropriate teaching methods) and all the Heads of the Department (for the selection of topics which can be integrated) for the smooth implementation of integrated teaching in the medical college.[1],[2],[3]

The role of the curriculum committee is not complete unless they evaluate the results of the integrated teaching periodically, which in turn include parameters such as academic outcome of students, review of individual courses, flaws in the timetabling, difficulties faced by the departments, assessment issues (to check whether assessment methods are in alignment with the teaching/learning method), and problems encountered by students.[4],[5] Based on the evidence generated, the curriculum committee takes the desired action for the correction/modification of the existing problem.[4],[5]

In conclusion, the success of integrated teaching in a medical college is significantly determined by the role played by the curriculum committee as it is involved right from the inception stage of any innovation in teaching–learning to the planning, implementation, and evaluation of the teaching program.

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Conflicts of interest

There are no conflicts of interest.

  References Top

Haranath PS. Integrated teaching in medicine – Indian scene. Indian J Pharmacol 2013;45:1-3.  Back to cited text no. 1
[PUBMED]  [Full text]  
Bhardwaj P, Bhardwaj N, Mahdi F, Srivastava JP, Gupta U. Integrated teaching program using case-based learning. Int J Appl Basic Med Res 2015;5:S24-8.  Back to cited text no. 2
Yadav PP, Chaudhary M, Patel J, Shah A, Kantharia ND. Effectiveness of integrated teaching module in pharmacology among medical undergraduates. Int J Appl Basic Med Res 2016;6:215-9.  Back to cited text no. 3
Issa N, Ladd AP, Lidor AO, Sippel RS, Goldin SB; Subcommittee for Surgery Subinternship and the Curriculum Committee of the Association for Surgical Education. Surgical subinternships: Bridging the chiasm between medical school and residency: A position paper prepared by the subcommittee for surgery subinternship and the curriculum committee of the association for surgical education. Am J Surg 2015;209:8-14.  Back to cited text no. 4
Carter JT, Draugalis JR, Bruce SP, Gonyeau MR. The role of curriculum committees in pharmacy education. Am J Pharm Educ 2011;75:154.  Back to cited text no. 5


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