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An integrated curriculum provides a meaningful learning experience as learning takes place in a context (contextual learning). It also promotes a holistic approach to patients and their problems. The MCI has recommended both horizontal (e.g., anatomyphysiology-biochemistry) and vertical integration (e.g., anatomy with surgery) to be introduced throughout the curriculum. A move towards integrated teaching is likely to reduce the fragmentation of the medical course, and motivate students for better learning. Close to the concept of integration is the philosophy of problem based learning (PBL), introduced in many medical schools outside India. PBL approach has been found to be a useful and effective educational strategy to produce graduates who are good problem solvers. This approach also underlines 'learning how to learn' and stimulates self-directed learning as a central, pervasive objective of the teaching-learning process in undergraduate (UG) medical education. Every medical graduate should appreciate that learning is a continuous process and one should periodically update one's knowledge. Acquisition of learning skills for self-directed learning is critical to medical students and this is promoted by the PBL approach.
In the traditional curricula, the stress has been laid on the acquisition of knowledge as against the development of skills. More attention needs to be given to the development of various skills, viz., problem-solving skills, psychomotor or performance skills, attitudinal and communication skills. The graduates should develop an ability to gather information with sensitivity and insight, to make sound judgement on the basis of probabilities. With the advancement in medical sciences, investigative medicine has largely taken over and it is not unusual to see inappropriate use of investigative procedures, some of which may increase the cost of medical care substantially and may even pose a risk to the patients. This is often associated with inadequacy to make a sound clinical judgement. It is essential that the traditional clinical bedside skills of history taking, physical examination, formulation of differential diagnosis, and planning a diagnostic and management plan for various problems be inculcated in every medical student. The other skills that need thrust during the training are the basic skills in human resource management, leadership qualities (ability to lead a health care team) and providing cost effective care in rural/non-hospital settings. .....continued.....
