Integrated curriculum and assessment in a problem based learning medical school : faculty attitudes, perceived barriers and suggested strategies

Abstract EN

Objectives: To examine the attitude of faculty towards integrated assessment and the factors which influence integrated assessment in a problem-based medical school. Methods: A self administered questionnaire was used to determine faculty attitude towards integrated assessment and the factors which influence integrated assessment. Results: The reliability of the questionnaire items which were concerned with the attitude towards integrated curriculum was high (0.78).

The respondents agreed with the importance of integrated curriculum and integrated assessment. The major obstacles to integrated student’s assessment included time constraints (31 %), team work difficulties (29%), lack of familiarity with integrated assessment (24%) and lack of training (21%). Thirty eight percent of those faculty who responded to the open ended questionnaire felt that training and workshop for the teachers are important strategies to ensure integrated assessment of students. Conclusion: The respondents agreed with the importance of integrated curriculum and assessment.

They perceived that time constraints, teamwork difficulty, and a lack of training and familiarities in constructing integrated test items as a major obstacle for integration in assessment.

They emphasized the need for faculty development programs, focus on teamwork and increase in number of dedicated faculty as strategies for further enhancing integrated student assessment.