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Abstract
Background: This study was conducted to assess the
attitudes of students regarding introduction of
integrated module system in undergraduate's
medical curriculum in Rawalpindi Medical College
(RMC), a public medical college of Rawalpindi and
to explore association of attitude with gender and
academic year.
Methods: A cross sectional study was conducted
from April 2016 to June 2016 including 150 medical
students of all 5 academic years studying at RMC
Rawalpindi. After informed consent data was
collected by using structured questionnaire.
Questionnaire comprises of pertinent questions
regarding various aspects of integrated system and
attitudes of students towards it. Scoring was
developed according to Likert scale based on which
commonest responses were assessed. Modes of
responses according to gender and academic year
were also determined.
Results: In a sample of 150 students with 75 males
and 75 females, majority of students preferred
integrated module system (45.6%) with 21.6% against
it and 32.8% students were uncertain. The main
reason for their preference was that it enhanced
communication skills (52.4%), helped in research
(50.4%), easier to study system wise (52.9%). Two
main reasons against integrated teaching were
declared as perception of wastage of time (56.3%)
and contributing towards increased stress (47.1%).
Conclusion: Majority of students preferred
integrated teaching in the form of module system in
medical education and showed positive attitude
towards it.
Keywords: Attitude, teaching mode, module, clinical
skills, medical students, traditional, integrated
approach, gender, medical teacher, and problem
based learning