Evaluation of an Integrated Teaching Approach in Physiology, Anatomy, and Biochemistry for Phase I MBBS Students Using the Kirkpatrick Model

Abstract

Introduction

Integrated teaching methods are increasingly emphasized in medical education to bridge the gap between basic and clinical sciences, leading to early clinical reasoning and better learning outcomes. The study aims to evaluate the effectiveness of an integrated teaching-learning approach for Phase I MBBS students using the Kirkpatrick evaluation model.

Methods

This educational interventional study was conducted from September 2023 to August 2024 at Government Medical College, Datia, involving 150 Phase I MBBS students. Three core topics, Cardiac Cycle (Physiology), Heart (Anatomy), and Lipid Metabolism (Biochemistry), were covered through didactic lectures under an integrated teaching program. A pre-test and post-test design was employed to assess knowledge gain. The intervention was evaluated at three levels of the Kirkpatrick model: reaction (student satisfaction), learning (knowledge improvement), and behavior (student perceptions regarding program organization). Student feedback and faculty feedback were collected using non-validated structured questionnaires. Data were analyzed using descriptive statistics and paired t-tests in Jamovi v2.3.28, with p < 0.05 considered statistically significant.

Results

Participants were 52% men and 48% women, with a mean age of 19.2 ± 1.1 years. Student feedback revealed high satisfaction, with the majority rating the sessions positively. Significant improvements were observed in post-test scores across all subjects (Anatomy: p = 0.036; Physiology: p = 0.001; Biochemistry: p = 0.004). Organizational aspects of the program were rated highly.

Conclusion

The integrated teaching approach effectively enhanced student satisfaction and learning outcomes. The findings support the inclusion of integrated teaching as a regular strategy in the medical curriculum to improve foundational learning.