Article · Volume 50, Issue 3 · pp. 502-503
Challenges and Opportunities in Integrated Curriculum of Health Professions Education – A Critical View
Peraman Ramalingam1, Ramprasad Muthukrishnan2, Subish Palaian3, Subramani Parasuraman4, Zakirul Islam Md5
- 1Centre for Pharmaceutical Research (CPR), Raghavendra institute of Pharmaceutical Education and Research (RIPER), Anantapur, AP, INDIA.
- 2College of Allied Health Sciences, Gulf Medical University, Ajman, UNITED ARAB EMIRATES.
- 3College of Pharmacy, Gulf Medical University, Ajman, UNITED ARAB EMIRATES.
- 4Faculty of Pharmacy, AIMST University, MALAYSIA.
- 5Department of Pharmacology and therapeutics, Eastern Medical College & Hospital, Camilla, BANGLADESH.
Abstract
Integrative learning is a well known learning theory that describes a movement toward integrated lessons, that mean the concept of ‘brought together in to a whole’ and thus helping students make connections across curricula. The integrated curriculum, a dimension of teaching and learning processin developed countries, and is defined as ‘an education system that interlinks different area of learning with a definite line across subject-matter requirement on unifying concept. 1 The concepts of integrated curriculum had traced back in 1960 among educators, but introduced increasingly into health professions education in recent years particularly in the developing countries. It has been agreed upon that
Keywords: Integrative learning; curriculum; teaming
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