Curriculum Integration in Medical Education: A Theoretical Review
- *Corresponding Author:
- Hani S Atwa
Ibn Sina National College for Medical Studies, Jeddah, Saudi Arabia
E-mail: [email protected]
Received Date: March 05, 2014; Accepted Date: March 26, 2014; Published Date: April 01, 2014
Citation: Atwa HS, Gouda EM (2014) Curriculum Integration in Medical Education: A Theoretical Review. Intel Prop Rights 2:113. doi: 10.4172/2375-4516.1000113
Copyright: © 2014 Hani SA, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Integration seeks to break down the barriers between the subject areas in order to provide students with better learning opportunities that facilitate the development of knowledge that is relevant and meaningful to clinical practice, deep and retrievable, and amenable to alteration, updating, and development as a part of an ongoing process of lifelong learning. The subject of curriculum integration has been under discussion off and on for the last half century, with a resurgence occurring over the past decade. The "explosion" of knowledge, the increase of state mandates related to myriad issues, fragmented teaching schedules, concerns about curriculum relevancy, and a lack of connections and relationships among disciplines have all been cited as reasons for a move towards an integrated curriculum.