Abstract

Background: Integrated teaching program (ITP) is a solution to the compartmentalized teaching of fragmented and passive learning. However, ITP is conducted mainly in the form of lectures, whereas in our study, we have included affective as well as psychomotor domain with cognitive domain.

Aims and Objectives: The objectives of the study were to incorporate patient-based ITP with cognitive, psychomotor, and affective domains, to evaluate level 1 of Kirkpatrick model (learning), and to evaluate the level 2 of Kirkpatrick model (reaction) of students.

Materials and Methods: This was an interventional study with convenience sampling. In this study, ITP was conducted on the topic of nephrotic syndrome by the departments of anatomy, physiology, biochemistry, and pediatrics for 184 students of 1st MBBS, wherein psychomotor domain was included in the form of practical and affective domain was included by showing doctor–patient interaction in the classroom on a real patient of nephrotic syndrome. Learning was assessed by pre- and post-tests, and feedback was collected. Effectiveness of the intervention was evaluated by class-average normalized gain “g.” Focus group discussion (FGD) was also conducted to explore further.

Results: There was a significant difference (P < 0.05) in the pre- and posttest scores. The effectiveness of the intervention was medium (46%). The students responded positively for this method in the closed- and open-ended questions.

Conclusion: FGD revealed that the students preferred this method of conducting ITP to didactic lectures provided that they are conducted in small groups and the interval between the sessions is decreased.

Key words: Cognitive; Psychomotor; Affective; Integrated Teaching Program; Focus Group Discussion; Class Average Normalized Gain