Patient-based integrated teaching program with the inclusion of psychomotor and affective domains

[5] Although lecturing facilitates the sharing of information with a large audience of students transmitting effective factual information,[4] it exposes the students merely to content, leading to passive reception of information, whereas it is the active processing of information that leads to learning[4,6-8] and in which students are encouraged to involve in the building and testing their own mental models from information that they attain. According to Table 5, the students responded that this ITP helped to analyze the topic clinically and guided them how to approach the patient. [22] The most common method of instruction in ITP is also lecture, at last leading to passive reception of integrated information. [...]to engage the senses of the students and result in active learning, patient-based ITP was conceived along with inclusion of cognitive, psychomotor, and affective domains and a real case of nephrotic syndrome. In the closed-ended responses in feedback, majority of the students agreed that teaching aids were adequately used (72%), learning objectives were identified (64%), lectures were in logical sequence (49% agreed, 42% strongly agreed), helped in understanding the concept of the topic (48% agreed, 37% strongly agreed), adequate discussion occurred (20% strongly agreed, 65% agreed), incorporation of psychomotor skills was helpful (66%), doctor-patient relationship was better understood (60% strongly agreed), and summarization was useful (53%).