Academic Outcomes Following Implementation of an Integrated Curricu-lum, among 1st-year MBBS Students at CMH Kharian Medical College.

Abstract

Objective: To explore the academic and emotional impact of the Integrated Curriculum System (ICS) on first year MBBS students at CMH Kharian Medical College (CKMC), focusing on their learning experiences, perceptions and adaptation challenges.
Methodology: A qualitative study was conducted among 11 first year MBBS students using semi-structured interviews comprising 22 open-ended questions. Participants were selected by using purposive sampling until thematic saturation was achieved. All interviews were transcribed and analyzed manually using Braun and Clarke’s six-step thematic analy-sis approach.
Results: Seven major themes emerged: (1) Overwhelming transition, (2) Academic stress and workload, (3) Lack of co-ordination and implementation gaps, (4) Decline in academic performance, (5) Preference for traditional curriculum, (6) Rejection of integrated system (7) Conditional acceptance for future improvement. Most students perceived the integrat-ed system as confusing and stressful, with limited short-term academic benefits. Despite its conceptual benefits, integra-tion appeared to lead to decreased motivation and lower academic outcomes in this context.
Conclusion: While integration aims to promote conceptual learning, its effectiveness depends on structured implementa-tion, teacher coordination, and assessment alignment. The findings are emphasizing the need for faculty training, better orientation and coordination across departments that are essential for effective integration.

Key words: Academic outcomes, Integrated curriculum, thematic analysis, student perceptions.