An overview of students in integrated teaching in undergraduate medical education in Bangladesh

Background: Integrated teaching denotes the integration of different subjects of corresponding phases as well as successive phases of medical education. This newly launched DGME-initiated teaching-learning (T-L) methodology aims to bring evolution to traditionally practiced medical education for undergraduate medical education in Bangladesh. Furthermore, this method is supposed to modify and improve students’ perception of basic knowledge along with prudent association of clinical assessment and expertise. Aim of the study was to evaluate the impact of integrated teaching on first-year MBBS students in terms of academic outcomes and perceptions. Methods: This cohort study was conducted at the Department of Physiology, Ad-Din Women’s Medical College Hospital, Moghbazar, Dhaka from January 2023 to September 2023. The undergraduate MBBS students (session 2022-23) were enrolled in the study. The outcome of the students was assessed after integrated teaching sessions and the data were recorded through a semi-structured questionnaire. Informed written consent from students was taken. The data from the questionnaires was statistically analyzed and results were obtained using statistical package for the social sciences (SPSS) version 26. Results: All participants were female, aged 18–21 years, with 39% being international students. Significant improvement in academic performance was observed post-session (p<0.001). Students rated the sessions positively, with 98% agreeing that topics were well-known and 96% confirming sequential delivery by departments. Audio-visual aids (87%) and effective clinical applications (72%) were highlighted as strengths. Areas for improvement included the use of simulated patients (60%) and understanding clinical correlations (58%). Conclusions: Integrated teaching significantly enhanced students' academic performance and interest in medical education. However, refinement in practical teaching elements, such as simulated patient use, is necessary to maximize its efficacy. These findings support the broader implementation of integrated teaching methodologies in undergraduate medical education.