Undergraduate Medical Curriculum: Integrated versus Traditional Curriculum: Teaching Staff Perspectives, Al-Baha Medical School, Saudi Arabia

Elfatih Salih

doi:10.6018/edumed.716441

Autores

Elfatih Salih Assistant Professor of Pediatrics, Al-Baha University, Al-Baha, Saudi Arabia - Assistant Professor of Pediatrics, Dongola University, Dongola, Sudan

DOI: https://doi.org/10.6018/edumed.716441

Palavras-chave: Integrated, curriculum, traditional, teaching, staff, clinical, sciences

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Resumo

Introduction: Over the past two decades, there has been a significant global shift in undergraduate medical curriculum structure. The integrated medical curriculum has been increasingly growing as a modern educational model replacing the traditional curriculum; therefore, it is crucial to assess the teaching staff's point of view on this emerging medical model. Methodology: This is a cross-sectional descriptive study design using a structured, self-administered electronic questionnaire to assess Al-Baha Medical School teaching staff perspectives regarding the integrated curriculum adopted by the faculty. Results: Most of the faculty members reported that the integrated curriculum is more effective in enhancing clinical reasoning (56.2%), student engagement (76.7%), and the integration of basic and clinical sciences (80.8) compared with the traditional curriculum. It was also viewed as better aligned with modern medical education (75.3%) and active learning approaches (86.3%). Conclusion: Overall, the faculty perspective suggests that while the integrated curriculum offers substantial educational benefits, such as enhancing clinical reasoning, student engagement, better integration of basic and clinical sciences, and better supports modern medical education outcomes, successful implementation requires continuous institutional support, faculty training, and ongoing curriculum evaluation and refinement.

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