Table 5.
Student perceptions toward different aspects of an integrated curriculum using a five-point Likert-style scale where 1 = “strongly disagree” and 5 = “strongly agree”
| Evaluation Categories | Number of Respondents | Mean | SD |
|---|---|---|---|
| Extent of curriculum integration | |||
| Faculty were aware of what other faculty in the module covered | 163 | 4.05 | 0.90 |
| Faculty consulted and communicated with other faculty in the module | 162 | 4.35 | 0.73 |
| The timing of related topics in each discipline was coordinated | 162 | 4.14 | 0.79 |
| Individual sessions brought together ideas of common interest between subjects | 163 | 4.19 | 0.78 |
| The focus was on task-based learning that required knowledge of several disciplines | 162 | 4.07 | 0.78 |
| Curriculum design | |||
| The design of the whole curriculum facilitated the integration of subjects within modules | 163 | 4.33 | 0.68 |
| The design of the whole curriculum facilitated integration between the modules | 162 | 3.84 | 0.90 |
| The sequencing and allocation of hours facilitated curriculum integration | 161 | 3.85 | 0.88 |
| The sequencing of a structure and function module according to body regions facilitated curriculum integration | 159 | 4.22 | 0.78 |
| Curriculum delivery | |||
| The following teaching methods helped me to integrate knowledge from different disciplines: | |||
| Active lectures | 162 | 4.15 | 0.87 |
| Team-based learning sessions | 163 | 3.71 | 1.12 |
| Case-based learning sessions | 163 | 3.87 | 1.06 |
| Laboratory sessions | 163 | 3.98 | 1.01 |
| Simulations | 155 | 3.77 | 1.13 |
| Module assessment | |||
| The majority of examination questions required knowledge of two or more disciplines | 160 | 3.92 | 0.88 |
| Module practice quizzes emphasized integrated knowledge of different disciplines | 160 | 3.94 | 0.98 |
| Module examination emphasized integrated knowledge of different disciplines | 161 | 4.12 | 0.88 |
| Retention of basic science knowledge | |||
| Clinical cases helped me synthesize and retain basic science knowledge | 161 | 3.95 | 1.04 |
| Peer teaching helped me to synthesize and retain basic science knowledge | 162 | 3.60 | 1.11 |
| Interdisciplinary team-teaching helped me to synthesize and retain basic science knowledge | 161 | 3.86 | 1.04 |
| Self-directed learning materials helped me synthesize and retain basic science knowledge | 162 | 4.19 | 0.98 |
| Integrated sessions made learning more enjoyable than sessions that were not integrated | 162 | 4.22 | 0.91 |
| Integrated sessions made learning more meaningful than sessions that were not integrated | 161 | 4.19 | 0.91 |