Journal of Qualitative Research in Health Sciences

Authors

1 Department of Midwifery, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran

2 Department of Anesthesiology, School of Medicine, Lorestan University of Medical Sciences, Khorramabad, Iran

3 School of Medicine, Lorestan University of Medical Sciences, Khorramabad, Iran

Abstract

Introduction: Integration, is the combination of curriculum content areas, which is separate in traditional curriculum of educational system. This study aimed to investigate the viewpoints of faculty members of school of medicine about the horizontal integration of basic medical sciences.
Method: This was a qualitative content analysis study. The study population consisted of faculty members of Khorramabad School of Medicine, Lorestan University of Medical Sciences, Iran, and research environment was the school of medicine. Depth interviews with 7 faculty members, who played role in the application of horizontal integration of basic medical sciences, were done. At the end, interview transcripts were analyzed using Graneheim and Lundman content analysis method.
Results: Among the advantages of this plan was that a number of faculties preferred to teach based on integration method. Problems related to integration consisted of four categories, “problems related to the courses”, “professors’ problems”, “problems related to rules and regulations of the plan”, and “problems related to the courses”.
Conclusion: According to our findings, it seems the program can be useful in medical education, but first, it should be revised, and related problems should be solved.

Keywords

1. Dehghan M, Anvari M, Hosseini Sharifabad M, Talebi A, Nahangi H, Abbasi A, et al. The view points of medical students in Yazd University of Medical Sciences toward horizontal integration teaching method in anatomical sciences courses. Strides Dev Med Educ 2011; 8(1): 81-7. [In Persian]. 2. Rudland JR, Rennie SC. The determination of the relevance of basic sciences learning objectives to clinical practice using a questionnaire survey. Med Educ 2003; 37(11): 962-5. 3. Carroll RG. Design and evaluation of a national set of learning objectives: The medical physiology learning objectives project. Adv Physiol Educ 2001; 25(1-4): 74-9. 4. Yeung EY. Reducing medical school dropouts. BMJ 2018; 361: k1872. 5. Khanipoor F, Amini M, Bazrafcan L. Evaluation of educational program in the Master of Medical Education by Eisner's educational connoisseurship and criticism model. J Educ Health Promot 2017; 6: 55. 6. Dahle LO, Brynhildsen J, Behrbohm Fallsberg M, Rundquist I, Hammar M. Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: Examples and experiences from Linkoping, Sweden. Med Teach 2002; 24(3): 280-5. 7. Snyman WD, Kroon J. Vertical and horizontal integration of knowledge and skills-a working model. Eur J Dent Educ 2005; 9(1): 26-31. 8. Mehr SE, Hassanzadeh G, Zahmatkesh M, Seyedian M, Arbabi M, Mirzazadeh A, et al. Medical students' viewpoint regarding the integrated module of basal ganglia. Acta Med Iran 2011; 49(11): 753-9. 9. Mortaz Hejri S, Mirzazadeh A, Jalili M. Misconceptions and integration. J Adv Med Educ Prof 2015; 3(4): 196-200. 10. Dick ML, King DB, Mitchell GK, Kelly GD, Buckley JF, Garside SJ. Vertical integration in teaching and learning (VITAL): An approach to medical education in general practice. Med J Aust 2007; 187(2): 133-5. 11. Dogra N, Bhatti F, Ertubey C, Kelly M, Rowlands A, Singh D, et al. Teaching diversity to medical undergraduates: Curriculum development, delivery and assessment. AMEE Guide No. 103. Med Teach 2016; 38(4): 323-37. 12. Duban S, Mennin S, Waterman R, Lucero S, Stubbs A, Vanderwagen C, et al. Teaching clinical skills to pre-clinical medical students: Integration with basic science learning. Med Educ 1982; 16(4): 183-7. 13. Cowan M, Arain NN, Assale TS, Assi AH, Albar RA, Ganguly PK. Student-centered integrated anatomy resource sessions at Alfaisal University. Anat Sci Educ 2010; 3(5): 272-5. 14. Ortiz N, Pedrogo Y, Bonet N. Integration of high-fidelity simulator in third-year paediatrics clerkship. Clin Teach 2011; 8(2): 105-8. 15. Khazaei M. Medical students' viewpoints toward clinical physiology presentation in Isfahan University of Medical Sciences. Iran J Med Educ 2011; 10(5): 602-8. [In Persian]. 16. Rosenthal DR, Worley PS, Mugford B, Stagg P. Vertical integration of medical education: Riverl and experience, South Australia. Rural Remote Health 2004; 4(1): 228. 17. Coppus SF, Emparanza JI, Hadley J, Kulier R, Weinbrenner S, Arvanitis TN, et al. A clinically integrated curriculum in evidence-based medicine for just-in-time learning through on-the-job training: The EU-EBM project. BMC Med Educ 2007; 7: 46. 18. Fazeli H, Hosseini N S, Narimani T. Teaching practical medical bacteriology accommodate with job analysis. Iran J Med Educ 2011; 10(5): 1102-9. [In Persian]. 19. Vyas R, Jacob M, Faith M, Isaac B, Rabi S, Sathishkumar S, et al. An effective integrated learning programme in the first year of the medical course. Natl Med J India 2008; 21(1): 21-6. 20. Munhall PL. Nursing research: A qualitative perspective. Burlington, MA: Jones & Bartlett Learning; 2010. 21. Graneheim UH, Lundman B. Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Educ Today 2004; 24(2): 105-12. 22. Polit DF, Tatano Beck C. Nursing research: Principles and methods. Philadelphia, PA: Lippincott Williams & Wilkins; 2004. 23. Grbich C. Qualitative data analysis: An introduction. Thousand Oaks, CA: SAGE Publications; 2007. 24. Johnson B, Christensen L. Educational research: Quantitative, qualitative, and mixed approaches. Thousand Oaks, CA: SAGE; 2008. 25. Mayring P. Qualitative content analysis. Forum Qual Soc Res 2000; 1(2): 1-10. 26. Ahmadipour H, Hajmohammadi F. Horizontal integration in basic sciences in Kerman University of Medical Sciences, medical students' viewpoint. Res Dev Med Edu 2016; 5(2): 93-6. [In Persian]. 27. Farzan B, Anbari K, Rezaiian S, Shirkhani S, Gholami M. The necessity of implantation of horizontal integration plan of basic sciences and university academic staff and students, satisfaction. Yafteh 2015; 17(3): 5-14. [In Persian]. 28. Rooholamini A, Amini M, Bazrafkan L, Dehghani MR, Esmaeilzadeh Z, Nabeiei P, et al. Program evaluation of an integrated basic science medical curriculum in shiraz medical school, using CIPP Evaluation Model. J Adv Med Educ Prof 2017; 5(3): 148-54.