Abstract
Background and Aim: The importance of integrating basic science courses with clinical is to increase learning, improve the attitude and retention of the material by students. This study aimed to analyze the content of physiology courses in terms of vertical integration.
Materials and Methods: In this cross-sectional study, the multimedia content of physiology courses of the 5th semester of general medical sciences of Isfahan Medical University in the academic semester of 1400-1401 was investigated using the method of content analysis in terms of vertical integration. The study tool was a checklist designed by researcher containing 11 components according to the research goals. The data was entered into Excel separately for each component and reported with frequency and percentage.
Results: In total, 12.5% of the teaching time and 12.8% of the total slides were dedicated to the components of vertical integration, and the maximum attention was paid to the "case or clinical memory" component (10.7% of the total teaching time and 85.5% of the time was dedicated to vertical integration). Some components such as "real or clinical simulated environment", "clinical video or clip", "clinical question as homework" and "invitation of clinical professor" in any of the considered sessions weren’t placed (0%). The other of the components were in a spectrum between these two.
Conclusion: some degree of vertical integration is being implemented in the course of physiology, although it requires more attention from administrators, planners, professors' efforts and increasing students' motivation. In order to improve the implementation of this method and achieve the ultimate goals of integration, it is necessary to try to improve the facilities, cooperation and mutual communication of basic and clinical science groups and to empower academic staff members to design, implement and evaluate the integrated curriculum.
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