Abstract
Background: Medical field and its curriculum is dynamic in nature which keeps on adding huge data each year, thus overburdening the students with content information. Most of the colleges in India teach subject in isolation with little or no attempt to integrate in basic science. This leads to confusion in students mind due to different opinion leading to improper grasping of these basic foundation subjects. Integration allows organization of teaching matter to unify subjects frequently taught in separate academic departments.

Aims and Objectives: The aim of this study is to finding the perception and learning by integrated teaching approach for first-year medical students.

Materials and Methods: A total of 150 students enrolled for the academic year 2016-2017 in medical program of Sumandeep Vidyapeeth were considered. Non-randomized and purposive study was done by providing survey questionnaire. Two focus group discussions (FGD) were conducted with 15 students in each group after completion of session. Pre-post test was conducted to assess learning outcome of students by feedback methodology. Data were collected, analyzed statistically using paired t-test and correlation analysis for gender variability for perception.

Results: Pre-post test showed statistical significance (P < 0.001) for learning after each integrated session. Survey questionnaire and FGD results implied that students’ learning process was enhanced by this teaching approach. Although statistical significance for gender variability as per perception was only for two questions among 27. About 71-79% of students accepted that sessions allowed them for better understanding and relate clinical implication of the course.

Conclusion: In-depth understanding of the application of course content was achieved other than that it encouraged student’s intellectual curiosity. They wanted to have these sessions frequently and for various other topics with other departments.

Key words: Horizontal and Vertical Integration; Learning; Perception