Abstract:

Integrated teaching in medical education is no longer a novelty today and it is used quite effectively. This method of teaching made it possible to reduce the fragmentation of knowledge and it managed to perfectly synthesize and connect basic and clinical subjects. Vertical, horizontal, and spiral integration separately or together are effectively used in medical education. Despite the fact that this method has stood the test of time, there are still a number of issues that still need refinement and elaboration. One of them is integrated assessment. Traditional assessment methods have proved ineffective in assessing integrated blocks. Problem-based case assessment at the initial stage of education and clinical case assessment at the higher level of education are now successfully used for integrated assessment, but they cannot cover all subjects simultaneously.

The aim of the study was to determine the effectiveness of different assessment methods in integrated teaching. PBL, integrated topic presentation, essay, MCQ, open question, andetc. were used for evaluation.

The study showed that it is important to develop a method that evaluates not only the knowledge of individual subjects in an integrated block but also the ability to link these issues and student's ability to see one specific issue from many different subject perspectives which are integrated into this block.

Keywords:

Assessment, Integrated Teaching, Effective, Medical Education.