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Free comments given by the faculty and students regarding various aspects of ILP-CNS. |
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| Themes |
Student [60/98 = 61.3%] |
Faculty [5/15 = 33%] |
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| Usefulness of Integrated Learning Program |
1. ILP is good. All systems should be integrated |
1. Time integration is more important than compulsory integration of everything-some topics may be left alone |
| 2. It helped in gaining in much more knowledge. |
2. Integrated sessions shall be useful provided the systems/areas having scope for integration are identified, |
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| 3. Integration is not good, it disturbs our own schedule |
3. Adopting a flexible hybrid system comprising of both the traditional and ILP would be appreciated |
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| 4. OK for few systems but not for all |
4. ILP is useful |
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| Time of Implementation |
1. System was nice but probably adopted in a very stressful manner at the wrong time. |
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| 2. ILP should not be kept at the end of the session, should be started early |
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| Time table |
1. Needs to be structured properly and followed also |
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| 2. Two successive lectures should not be of the same teacher |
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| 3. Fours hours of continuous didactic lectures become stressful |
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| Mode of content delivery |
1. Case discussions were too many and they were mostly of higher standard which we were unable to grasp |
1. Less time to be allotted for case discussion, specifically in the first six months as it's a phase of transition |
| 2. Case based learning were good but needed more organization |
2. Cases to be framed after identifying the learning objectives of first year students |
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| 3. Extra stress on cases compromised with understanding of normal physiology |
3. Discussion amongst clinical and basic science teachers is a must before case is presented to the students and adequate time for learning to be given |
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| 4. Dissections were too many which could have been reduced so that we get time to study |
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| 5. The hospital visits and patient contact was interesting |
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| Integrated Assessment at the end of the module |
1. Stressful |
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| 2. Examination should be conducted on the pattern of the University examination |
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Ghosh and Pandya BMC Medical Education 2008 8:44 doi:10.1186/1472-6920-8-44 |
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