The Perception of Biochemistry Teachers about the Integrated Modular Curriculum of Undergraduate Medical Students: Advantages and Areas Needing Improvement

Biochemistry Modular Curriculum: Teachers' Prospect

Abstract

Background: The teaching and learning process has two pillars, comprising students and teachers. Many studies have been conducted to determine the impact of an integrated modular curriculum. Objective: This study aims to find out the perception of a biochemistry teacher regarding the integrated modular curriculum on students of the first and second year MBBS. Study Design: Cross-sectional study. Settings: Department of biochemistry, University medical & dental college, The University of Faisalabad. Duration: 2 months from January 15, 2025, to March 15, 2025. Methods: The study was started after taking ethical approval from the ethical review board of the University of Faisalabad. The study included 50 biochemistry facilitators teaching under an integrated modular curriculum at various public and private medical colleges of Pakistan. Exclusion criteria involved teachers with experience of teaching in a traditional curriculum only. The purposive sampling method was employed. With informed consent, a structured Google Form questionnaire was emailed to participants. Data was analyzed using IBM SPSS software. Results: Of 50 teachers, 33 (66%) were satisfied with the integrated curriculum. Most biochemists (44, 88%) found it relevant to clinical subjects. Teachers noted benefits like improved interdepartmental interaction (41, 82%), communication skills (31, 62%), theory-practical alignment (33, 66%), and research culture (35, 70%). However, 29 (58%) faced challenges with multidisciplinary timetabling, and 40 (80%) saw a need to revise biochemistry content and objectives. Chi-square analysis proved a strong correlation between overall satisfaction and interdepartmental interactions. Conclusion: Biochemistry facilitators are satisfied with the integrated curriculum, though some areas need improvement.