A Comparison between Integrated Courses and Discipline-Based physiopathology Program in Zanjan University of Medical Science

Introduction: Medical education in general, and physiopathology teaching program in particular, have undergone a number of changes in recent years. Outcomes of recent reforms performed in undergraduate medical curriculum should be determined. The present study investigated the possible effects of a simple horizontal integration in curriculum of physiopathology phase on the attitude scores of the stakeholders including students and curriculum directors, and academic achievement of students. Methods: In this descriptive cross – sectional study each physiopathology course marks and the mean of grand point averages of 287 students of physiopathology from 2001 till 2008 was gathered from the school office for education. These observed indices were compared between students who had passed discipline-based program and who had passed the integrated program. Also a researcher–made questionnaire was used for the survey of the physiopathology educators’ and students’ attitude. The data were analyzed using independent t-test and correlation to compare student marks and attitude scores. Results: Total mean of students’ grand point averages in physiopathology phase was 14.3±.71 in traditional group and 14.49±.93 in the integrated group. The difference was statistically significant (p=0.047, t=-1.994). The score of educators' attitude was 3.22(±0.63) out of 5. Most of educators had positive attitude to course system and the score of students’ attitude was 3.21 (±0.35) out of 5. Conclusion: Changing the curriculum in physiopathology phase to the integrated system improved students' academic performance. Also most educators and an average of students were satisfied with these changes. Thus, this change could affect teaching and learning process positively.