Measuring effectiveness of Integrating Basic Sciences with Clinical Practice through analysis of learning outcome achievement across curriculum phases; a comparative study

Background: Effective integration of basic and clinical sciences is pivotal in medical education, influencing students’ ability to apply knowledge in clinical settings. This study evaluates the integration efficiency of basic sciences in differing phases of a spirally integrated curriculum through the lens of program learning outcomes (PLOs). Methods: A quantitative comparative analysis was conducted across phases 1 (years 1 and 2) and 3 (year 5) of a medical curriculum. Data were collected from summative assessments, with Multiple-Choice Questions (MCQs) assessing knowledge and Objective Structured Clinical Examinations (OSCEs) assessing psychomotor skills. Achievements of course learning outcomes (CLOs) were quantified as percentages and correlated to PLOs. Statistical evaluation was performed using paired t-tests, setting significance at p < 0.05. Results: Phase 1 demonstrated successful attainment of all 12 PLOs, with achievement percentages ranging from 70-80% or higher. In contrast, phase 3 revealed lower achievement levels in specific PLOs, notably PLO 1.4. Significant disparities in mean achievements for factual knowledge PLOs (except PLO 1.2) and cognitive PLOs 2.2 and 2.3 were observed between the two phases. No significant differences were noted in psychomotor PLOs. Conclusion: The study highlights challenges in effectively integrating basic sciences within the clinical components of the curriculum, despite its structural advantages. These findings advocate for refined integration strategies to bolster clinical reasoning and educational efficacy, contributing substantively to discussions on enhancing medical education practices and suggesting directions for future research.