Qualitative Phenomenological Exploration of Perspective of Medical Students Regarding Integrated Modular System

• Published in: Medical science educator Vol. 35; no. 3; pp. 1605 - 1616
• Main Authors: Tariq, Maryam, Ikram, Amna, Farooq, Maleeha, Sabir, Zainab, Ashfaq, Ayesha, Imam, Humayun Suqrat Hasan, Ikhlaq, Amna
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.06.2025
• Subjects: Education; Medical Education; Original Research; Medical education; Traditional annual system; Integrated modular system
• ISSN: 2156-8650; 2156-8650
• DOI: 10.1007/s40670-025-02364-1

Introduction Recently, the integrated modular system (IMS) of medical education has been implemented in Pakistan. Being a newly introduced system, issues can arise during the adaptation phase which can be resolved by taking the views of students about the Integrated Modular System on board. Thus, effectiveness and underlying challenges can be unveiled. Objective This study aims to investigate the perspectives of medical students of Aziz Fatimah Medical and Dental College regarding benefits and challenges of IMS. Methodology After ethical approval, this qualitative study was conducted in Aziz Fatimah Medical and Dental College, during June 2024 to August 2024. Non-probability purposive sampling was used and data was collected through semi-structured interviews via Zoom until saturation was reached. A total of 20 students were interviewed via Zoom after getting a written consent. After recording and transcription, a reflexive thematic analysis was carried out via NVIVO software to make themes and codes, which were re-evaluated afterward to finalize the results. The study was done as per Consolidated Criteria for Reporting Qualitative research (COREQ). Results Two themes, i.e., benefits and challenges were derived from the data. Students appreciated that the modular system provides holistic learning and integration, clinical preparedness, exam efficiency and adaptability, global medical education compatibility, enhanced learning strategies, and a less stressful and more engaging curriculum. However, time constraints and syllabus challenges, struggle with minor subjects, deficient clinical engagement, transition issues with the new system, and high stress and intensive efforts were problematic for the students. Conclusion IMS has thus been accepted by students owing to its advanced learning strategies. However, clinical ward classes and time management workshops should be arranged to enhance the impact of IMS. This study sheds light on how IMS can be optimized along with opening doors for further research on problems of IMS implementation in Pakistan.