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INTEGRATED
TEACHING
DR. MD. SHAHIDUL ISLAM
BDS, MS
Associate Professor & Head
Dental Unit
Khwaja Yunus Ali Medical College
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
To define integration
To know the types of integration
To name & explain the steps
of the integration ladder
To mention the advantages &
disadvantages of integrated teaching
23 May 2022 3
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
• ‘Integration’ = Integer which
means coordination of different
activities to ensure harmonious
functioning.
• In medical education, integration is
as bridging connections between
academic knowledge and practice.
23 May 2022 4
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
• Integration of experience of
facilitators and students,
their knowledge along with
curriculum and such
integration should have
social and cultural fragment
also.
23 May 2022 5
Integration of
Experience
Social
Integration
Integration of
Knowledge
Integration of
Curriculum
Design
Integrated
Teaching
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
Definition
• The organization of teaching matter to interrelate
or unify the subjects that frequently taught in
separate academic courses or departments
23 May 2022 6
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
Types
• Horizontal/ Across Integration
• Vertical/ Diagonal Integration
• Spiral Integration
23 May 2022 7
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
23 May 2022 8
Clinical
Para clinical
Basic
science
Para clinical
Clinical
Basic
science
Horizontal Integration
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
MODELS OF INTEGRATION
• Traditional Model
• Inverted Triangle Model
• Brick Wall Model
• Total Integration
• Integration Ladder
23 May 2022 9
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
Inverted Triangle Model
23 May 2022 10
20% 80%
60% 40%
80% 20%
Clinical
Pre-clinical
Para clinical
Basic Science
Clinical Science
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
23 May 2022 11
Orthodontics
Conservative
Dentistry
Oral & Max-fac
Surgery
Medicine Surgery
General
Pharmacology
Dental
Pharmacology
Pathology
General
Anatomy
Dental
Anatomy
Basic Sciences Biochemistry
Science of Dental
Materials
Micro-Biology
Oral Medicine Periodontology
Prosthodontics
Paediatric
Dentistry
Dental Public
Health
Brick Wall Integration Model
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
23 May 2022 12
Final
Emphasizes across the
several subjects
Emphases on within subjects
Integration Ladder
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
1. Isolation
Fragmented Program
• Organizing teaching without considering
other subjects
• No attention is paid to others, or related
subjects which contribute to the
curriculum.
• The slots in the timetable are
labelled with the name of the
subject
23 May 2022 13
তাতত আমার কি? আকমততা
নাতি সকরষার ততল কিতে ঘুমাই/
সোকিন তততলর িাম নাকি
কিগুন হে তেতে!
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
2. Awareness
23 May 2022 14
The teacher in one subject is made aware
of what is covered in other subjects in the
curriculum.
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
• Appropriate communication
among others discipline
about content and topics
coverage
23 May 2022 15
Circulation of lesson plan &
others study materials to others
course teachers as well as to
students
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
3.Harmonisation
Connection/ Consultion Program
23 May 2022 16
Teachers consult each others & communicate about their course
The disciplines remain separate but
the teacher may make explicit
connections among the subjects
The process of consultation may
be overseen by a member of staff
who has some overall
responsibility for the curriculum
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
4.Nesting
Infusion Program
23 May 2022 17
 Content drawn from different subjects
in the curriculum may be used to
enrich the teaching of one subject.
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
5.Temporal Coordination
Parallel/ Concurrent Program
Each subject remains responsible for
it’s own teaching program
Similar topics are taught in same days or
weeks
The timetable is adjusted so that topics
within the subjects or disciplines which
are related, are scheduled at the same time.
23 May 2022 18
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
6. Sharing
Joint Teaching Program
23 May 2022 19
• Two disciplines may agree to
plan and jointly implement a teaching
program
• The departments appreciate that
together they can teach the subject
better, more effectively and more
efficiently, than either could alone
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
7. Correlation
Concommitant Program
23 May 2022 20
Within this framework, an integrated
teaching session or course is introduced
in addition to the subject-based
teaching
This session brings together areas of
interest common to each of the
subjects.
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
oBoth subject-based and integrated
teaching.
oRunning along side the integrated
teaching are scheduled opportunities
for subject based teaching.
23 May 2022 21
8. Complementary Programme
Mixed Program
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
9.Multi-disciplinary
Contributory Program
• Brings together a number of subject
areas in a single course with themes,
problems, topics or issue
• The themes selected as the focus in
an integrated course may function in
different ways
• The subjects and disciplines give a
large measure of their own autonomy.
23 May 2022 22
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
10.Inter-disciplinary
Monolithic Program
• A study of a phenomenon that involves the
use of two or more academic disciplines
simultaneously
• Interdisciplinary teaching implies a higher
level of integration, with the content of all or
most subjects combined into a new course
with a new menu.
23 May 2022 23
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
11. Trans-disciplinary
Fusion Program
The teacher provides a structure or framework of
learning opportunities, but the integration is done
in the mind of the student, based on situations
in the real world of clinical care.
Trans-disciplinary approach become part of
the learner's real world experience and through
these they filter the broader aims and goals of the
integrated curriculum.
23 May 2022 24
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
• Pros-
Match Curriculum aims
Achieving higher level objectives
Avoiding information overload
Making learning effective
Motivating students
Benefitting staff
23 May 2022 25
Pros & Cons of
INTEGRATED
TEACHING
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
• Cons-
 Losing subject identity
 Required interdepartmental
planning
 Costly in comparison to disciplined
based teaching
 Less contents coverage
23 May 2022 26
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
Implementation of Integrated
Curriculum
 Incorporation of integration into curriculum
 Consideration of level of
integration for each phase
 Identify a planning group
and individual responsibilities
 Decide on framework of themes for the program
23 May 2022 27
Let’s Do It
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
Cont’d
• Design the learning activities
• Plan the students assessment
• Arrange a staff development
program
• Evaluate the course
23 May 2022 28
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
Integrated Teaching Traditional Teaching
Teaching by different departments Teaching by one department
No repetition Unnecessary Repetition of topic
Better utilization of time More wastage of time
Better correlation Correlation of the topics is difficult.
Better understanding and assimilation of knowledge Lesser understanding
Unifying the topics of curriculum High degree of compartmentalization of curriculum
Holistic leaning Fragmented leaning
More clarification of concepts Lots of confusion in students mind about subject
Emphasises on understanding of current problem and concepts. Emphasises on examination and results
23 May 2022 29
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
23 May 2022 30
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
Conclusion
• Curriculum Integration is an important strategy in
medical education but is a complex concept
• Teachers can explore the integration
options available to discuss the
extent of Integration which is
most appropriate in curriculum
23 May 2022 31
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
References
• Medha Mathur, Navgeet Mathur and Shaista Saiyad. Integrated Teaching
in Medical Education: The Novel Approach. Journal of Research in
Medical Education & Ethics 2019;9(3):165-173.
• Harden RM. The integration ladder: a tool for curriculum planning and
evaluation. MEDICAL EDUCATION-OXFORD-. 2000 Jul 1;34(7):551-7.
• Sulania A, Goel SK, Singh SV. The New 2019 Medical Curriculum in India;
In Light of the Integration of Medical Curriculum. Journal of Medical
Education. 2019;18(4).
• Talukder MAS. Integrated teaching. CME, Dhaka. 2021
• Basu M, Das P, Chowdhury G. Introducing integrated teaching and
comparison with traditional teaching in undergraduate medical
curriculum: A pilot study. Med J DY Patil Univ 2015;8(4):431–8.
23 May 2022 32
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
23 May 2022 33
Acknowledgement
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
23 May 2022 34
dr-md-shahidul-islam-shaheen-bds-ms-01828929/ Md-Islam-1709/
23 May 2022 35

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