Bhavita Kumari, Salima Arif, Nighat Shah, Lubna Baig, Shiraz Sheikh.
Assessment of Change in Knowledge of Faculty After Attending A Workshop on Developing Integrated Curriculum.
Ann Jinnah Sindh Med Uni Jan ;2(2):53-5.

Background: Integrated curriculum is defined as “intentional uniting or meshing of discrete elements or features [of a planned educational experience]”. There is a dire need for the educators to build integrated competency-based curricula. The rationale of the study is that thethere is a need to standardize capacity building trainings of medical faculty to acquaint themselves to the integrated curriculum. The objective of the study was to assess the change in knowledge of faculty after attending a workshop on developing integrated curriculum. Methodology: A workshop for faculty was conducted in JSMU on Developing Integrated Curriculum. Data collection was done by two tools – pre- and post-questionnaire and evaluation form. Statistical analysis was done using Paired Samples t-test and McNemar Test. Results: The number of participants considering the workshop as very good was 65.2%. Overall, there was a significant change in the mean total scores obtained by the participants’ from Pre-test as 3.61 ± 1.234 to Post-test as 4.61 ± 1.438 (p-value – 0.001). Conclusion: The study concluded that there was a significant change in the mean total scores obtained by the participants. It is suggested to conduct frequent workshops for training of medical faculty and assess the change in knowledge, so that an integrated approach can be implemented in the medical curriculum. Key words: integrated curriculum, syllabus, curriculum, SPICES

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