Since 2005, the curriculum was integrated and by 2010, the integration department has been inaugurated with staff consists of:
2 Assistant professors.
3 Teaching assistants.
The current staff consists of:
2 Assistnant professors
8 Teaching assistants
The integration department works to:
1. Depart the traditional segmentation and isolation of teaching and learning activities.
2. Breaks down the barriers between subject areas.
Vertical & Horizontal Integration
In vertical integration we work to bring together basic and clinical
sciences aiming for:
1. Early clinical experience.
2. Clinicians scientists partnership.
In Horizontal integration we are aiming to bring together the disciplines, topics and subjects.
1. Each module has a committee.
2. Each committee guided by course coordinator.
3. Construction of timetable is discussed and coordinated between different departments.
4. Contents of the module and sequences of the subjects are under focused discussion.
Construction of CLINICAL SCENARIOS (PBL) that constitutes a platform for teaching activities always started after coordination with other departments.
Clinical scenarios are constructed by a clinicians specialized in the topic concerned within that specific module.
Clinical scenarios are under continuous evaluation and are renewable.
Very recently the department had introduced an new techniques for session 2 in the form of MCQs which is under assessment.
By the beginning of every week, students faced with a problem “PBL – SESSION 1” and the process of the PBL takes place till the end of that week, when the last step is established “PBL – SESSION 2”.
Delivery of the problem.
Assessment of the acquired knowledge.
First Session: Delivery Of The Problem
Students use “triggers” from the problem case or scenario to define their own learning objectives. Subsequently they do independent, self directed study before returning to the group to discuss and refine their acquired knowledge.
PBL tutorial process
Step 3—“Brainstorming” discuss the problem(s), suggesting possible explanations on basis of prior knowledge; identify areas of incomplete knowledge; scribe records all discussion.
Step 4 arrange explanations into tentative solutions; Scribe: organizes the explanations and restructures if necessary.
Other Integrated Activities
1. Skill lab.
2. Pre clerkship clinical introduction
3. Pre clerkship students visit to hospitals
COVID time and E. Learning
During COVID time and the lochdown we used the university moodle website: http://elearn.oiu.edu.sd. And we used Telegram app for synchronized and asynchronized E.learining. Recently there is gradual return of on campus learning.
There is ongoing researches will come to light soon.