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<p>Integrated teaching has been introduced under the Graduate Medical Education Regulations to enhance undergraduate medical education by bridging basic and clinical sciences. This study evaluated the use of a tuberculosis “linker case” to foster interdisciplinary learning and examined its impact on student knowledge and satisfaction among Phase II MBBS students in a private medical college in Karnataka. A quasi-experimental before-and-after design was implemented with 126 participants, incorporating peer presentations, assignments, case discussions, and post-test evaluations through the institutional learning management system between July 2022 to November 2023. While the intervention did not produce significant improvements in test scores, most students (87.5%) reported positive experiences, highlighting greater understanding across disciplines and benefits from self-directed preparation and collaborative engagement. The feasibility, reusability, and strong acceptance of the linker case suggest its potential for wider application in medical curricula and its value as a model for promoting integrated learning approaches in resource-constrained settings.</p>

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An integrated learning approach for medical undergraduates using a linker case by connecting the dots on tuberculosis

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月25日

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  • Ankeeta Menona Jacob,
  • Kishan Prasad Hosapatna Laxminarayana,
  • Nachiket Shankar

摘要

Integrated teaching has been introduced under the Graduate Medical Education Regulations to enhance undergraduate medical education by bridging basic and clinical sciences. This study evaluated the use of a tuberculosis “linker case” to foster interdisciplinary learning and examined its impact on student knowledge and satisfaction among Phase II MBBS students in a private medical college in Karnataka. A quasi-experimental before-and-after design was implemented with 126 participants, incorporating peer presentations, assignments, case discussions, and post-test evaluations through the institutional learning management system between July 2022 to November 2023. While the intervention did not produce significant improvements in test scores, most students (87.5%) reported positive experiences, highlighting greater understanding across disciplines and benefits from self-directed preparation and collaborative engagement. The feasibility, reusability, and strong acceptance of the linker case suggest its potential for wider application in medical curricula and its value as a model for promoting integrated learning approaches in resource-constrained settings.