Teaching Implications

Curriculum integration is based on providing student with contextualised and coherent learning. Students must understand the meaning and relevance of the concepts they are studying.

To achieve this goal, the Integrated Curriculum foresees:

1. Linking all subjects over the six years of degree program to provide progressive, in-depth and lifelong learning. This puts an end to the juxtaposition between basic and clinical subjects ("vertical integration") and the organisation of clinical subjects in isolation from each other ("horizontal integration"). In addition, redundant information is avoided, optimising time and avoiding discrepancies.

2. Analyse which methodology professor and assessment is most suitable for which skill of Degree. Thus, learning by doing in the hospital setting no longer runs in parallel but is fully integrated from the very first courses. The class is seen as one methodology among many others (problem-based learning, team learning, class , etc.).

3. Integrate some cross-cutting competences and knowledge from subjects such as epidemiology and preventive medicine, or ethics and professionalism into all subjects.

With this change, the teacher is integrated into a model educational that allows him/her to:

1. To provide a more effective teaching : with the new methodologies and a better planning of the teaching, the teacher will optimise his or her time and will be able to see how the student learns more efficiently and with greater clinical sense.

2. A more interactive and mutually enriching student-teacher relationship that can easily be extended to counselling.

3. Easier integration of student into the dynamics of clinical services and Departments , within a training continuum that extends throughout the residency program.