What question did this study set out to answer?

This research aims to assess the effectiveness of vertical integration in enhancing learning outcomes for medical students.

Evaluating the efficacy of Vertical Integration in training undergraduate medical students under Competency Based Medical Education Curriculum

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Quasi-experimental study demonstrates higher short-term learning gains in medical students using integrated teaching.

This research aims to assess the effectiveness of vertical integration in enhancing learning outcomes for medical students.
Conducted a two-phase quasi-experimental study with MBBS Phase-3 students at a tertiary medical college.
Phase-1 involved conventional discipline-specific lectures, while Phase-2 employed an integrated session on legal responsibility of mentally ill individuals.
Assessment tools included an 18-item MCQ questionnaire and a 5-item Likert feedback questionnaire before and after the sessions.
Used statistical tests like Wilcoxon signed-rank and McNemar’s test for data analysis.
The conventional teaching group had a mean knowledge gain of +4.95, while the integrated group had a mean gain of +6.52.
Statistical significance was noted, with integrated teaching resulting in a 1.57 point improvement over conventional methods.
Significant knowledge gains were observed in 9 out of 18 items for the integrated session.
85.6% of students preferred the integrated teaching format.

Mehta et al. (2025) studied this question.

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View Full Paper

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Authors

Quasi-experimental study demonstrates higher short-term learning gains in medical students using integrated teaching.

This research aims to assess the effectiveness of vertical integration in enhancing learning outcomes for medical students.
Conducted a two-phase quasi-experimental study with MBBS Phase-3 students at a tertiary medical college.
Phase-1 involved conventional discipline-specific lectures, while Phase-2 employed an integrated session on legal responsibility of mentally ill individuals.
Assessment tools included an 18-item MCQ questionnaire and a 5-item Likert feedback questionnaire before and after the sessions.
Used statistical tests like Wilcoxon signed-rank and McNemar’s test for data analysis.
The conventional teaching group had a mean knowledge gain of +4.95, while the integrated group had a mean gain of +6.52.
Statistical significance was noted, with integrated teaching resulting in a 1.57 point improvement over conventional methods.
Significant knowledge gains were observed in 9 out of 18 items for the integrated session.
85.6% of students preferred the integrated teaching format.

Mehta et al. (2025) studied this question.

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