Document Type : Original Article
Authors
1 Department Of Physiology, Persian Gulf Physiology Research Center, Medical Basic Sciences Research Institute, Ahvaz Jundishapur University Of Medical Sciences, Ahvaz, Iran
2 Ahvaz Jundishapur University Of Medical Sciences, Ahvaz, Iran
3 Infectious and Tropical Diseases Research Center, Health Research Institute, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
Abstract
Introduction: Curriculum integration is a key educational strategy in medical education, aimed at improving curricular coherence and enhancing student learning. This study evaluated medical students’ perceptions of an integrated basic science curriculum and its impact on learning outcomes and academic achievement.
Methods: This observational study included medical students in the basic sciences phase at Jundishapur University of Medical Sciences during the 2023–2024 academic year. All students enrolled in integrated, system-based courses over two semesters were invited to participate. Data were collected using the Zare-Khormizi questionnaire, which assessed three domains: awareness of curriculum integration, educational quality, and student satisfaction.
Results: A total of 217 students participated (54.83% female, 45.16% male), aged 19–25 years, with the majority being 21 years old (53.91%). The mean awareness score (1.68 ± 0.53) differed significantly from the education score (2.24 ± 0.11, P = 0.043), indicating greater familiarity with the goals of curriculum integration than with its educational implementation. Student satisfaction was significantly higher in teaching methods (P = 0.037, *d* = 0.82), learning facilitation (P = 0.010, *d* = 2.47), and motivation (P = 0.013, *d* = 1.28). No significant differences were observed in class attendance (P = 0.069) or content retention (P = 0.071).
Conclusion: The integrated curriculum was associated with greater student satisfaction regarding teaching quality, learning support, and motivation. However, as multiple comparisons were performed without statistical adjustment, these findings should be interpreted as exploratory and require confirmation in future studies.
Highlights
Maryam Radan (Google Scholar)
Khojasteh Hoseinynejad (Google Scholar)
Keywords
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