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

3 Lecturers

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.

Since 2010:

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.

CURRENTLY:

Construction of CLINICAL SCENARIOS  (PBL)    that constitutes a  platform   for   teaching  activities always started  after coordination with other departments.

 

CURRENTLY

 

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.

 

PBL

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”.

First session:

         Delivery of the problem.

Second session:

         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.

• Students elect a chair for each PBL scenario and a “scribe” to record the discussion.

Chair

•  Lead the group through the process
•  Encourage all members to participate
•  Maintain group dynamics
•  Keep to time
•  Ensure group keeps to task in hand
•  Ensure scribe can keep up and is making an accurate record

Scribe

•  Record points made by group
•  Help group order their thoughts
•  Participate in discussion
•  Record resources used by group

Group member

•  Follow the steps of the process in sequence
•  Participate in discussion
•  Listen to and respect contributions of others
•  Ask open questions
•  Research all the learning objectives
•  Share information with others
•  PBL tutorial process

 

PBL tutorial process

 

• Step 1—Identify and clarify unfamiliar terms presented in the scenario; scribe lists those that remain unexplained after discussion.

• Step 2— Define the problem or problems to be discussed; students may have different views on the issues, but all should be considered; scribe records a list of agreed problems.

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.

• Step 5 Formulate learning objectives; Tutor ensures learning objectives are focused, achievable, comprehensive, and appropriate.

• Step 6 Private study  (all students gather information related to each learning objective).

• Step 7 Group shares results of private study (students identify their learning resources and share their results);Tutor checks learning and may assess the group.

 

 

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.

Researches

There is ongoing researches will come to light soon.