A. Mahajan, Garima Rakheja, S. Kaushik, Prerna Arora, A. Chitkara, Rashmi Verma
{"title":"横向与纵向结合在素质生理学教学中的体会","authors":"A. Mahajan, Garima Rakheja, S. Kaushik, Prerna Arora, A. Chitkara, Rashmi Verma","doi":"10.4103/mamcjms.mamcjms_112_21","DOIUrl":null,"url":null,"abstract":"Integrated teaching is a well-known concept in medical education and has been reintroduced in the competency-based curriculum. The physiology department started the exercise in the topic of hematology in 2019 in the offline mode and again in 2021 in the online mode (due to the pandemic). This article is an attempt to describe what went through in its conceptualization and implementation. The background of integration, types of integration, how the exercise was planned, and the feedback of the faculty are included. This could benefit the phases 2 and 3 faculty members who must be planning similar exercises now. In addition, it would act as a screenshot to others, phase 1 faculty included, to help them do a similar or other exercises in the coming years. Integration in competency-based curriculum is here to stay. We can gradually improve upon it and innovate it.","PeriodicalId":32900,"journal":{"name":"MAMC Journal of Medical Sciences","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Experiences with Horizontal and Vertical Integration in Competency-based Physiology Education\",\"authors\":\"A. Mahajan, Garima Rakheja, S. Kaushik, Prerna Arora, A. Chitkara, Rashmi Verma\",\"doi\":\"10.4103/mamcjms.mamcjms_112_21\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Integrated teaching is a well-known concept in medical education and has been reintroduced in the competency-based curriculum. The physiology department started the exercise in the topic of hematology in 2019 in the offline mode and again in 2021 in the online mode (due to the pandemic). This article is an attempt to describe what went through in its conceptualization and implementation. The background of integration, types of integration, how the exercise was planned, and the feedback of the faculty are included. This could benefit the phases 2 and 3 faculty members who must be planning similar exercises now. In addition, it would act as a screenshot to others, phase 1 faculty included, to help them do a similar or other exercises in the coming years. Integration in competency-based curriculum is here to stay. We can gradually improve upon it and innovate it.\",\"PeriodicalId\":32900,\"journal\":{\"name\":\"MAMC Journal of Medical Sciences\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"MAMC Journal of Medical Sciences\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4103/mamcjms.mamcjms_112_21\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"MAMC Journal of Medical Sciences","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4103/mamcjms.mamcjms_112_21","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Experiences with Horizontal and Vertical Integration in Competency-based Physiology Education
Integrated teaching is a well-known concept in medical education and has been reintroduced in the competency-based curriculum. The physiology department started the exercise in the topic of hematology in 2019 in the offline mode and again in 2021 in the online mode (due to the pandemic). This article is an attempt to describe what went through in its conceptualization and implementation. The background of integration, types of integration, how the exercise was planned, and the feedback of the faculty are included. This could benefit the phases 2 and 3 faculty members who must be planning similar exercises now. In addition, it would act as a screenshot to others, phase 1 faculty included, to help them do a similar or other exercises in the coming years. Integration in competency-based curriculum is here to stay. We can gradually improve upon it and innovate it.