Implementing integrated curriculum in advanced teaching in the fundamentals of homoeopathy utilising flipped classroom, case-based learning, and group discussion: Post-graduate homoeopathic education

• Published in: Journal of Integrated Standardized Homoeopathy Vol. 6; pp. 102 - 107
• Main Authors: Parekh, Bhavik Ramesh, Mishra, Sonam Ashishkumar Tiwari, Kapse, Anand Ramchandra, Dhawale, Kumar M.
• Format: Journal Article
• Language: English
• Published: 26.12.2023
• ISSN: 2581-947X; 2581-947X
• DOI: 10.25259/JISH_7_2023

Objectives: Successful homoeopathic practice demands the integration of various knowledge of homoeopathic philosophy as well as psychology to clinical medicine, repertory, and materia medica into a meaningful whole. Case-based learning (CBL), flipped classroom (FC), and group discussion (GD) methods have been found useful in delivering the process of integration in the classroom. Materials and Methods: A team of teachers (one from each six PG departments) and a coordinator conducted the sessions. The following steps were delineated: Identifying a suitable case, preparing assignments for individual FC sessions, individual feedback, and GD. The teaching was conducted over eight sessions of 90 minutes each. Learning from each session was consolidated in the form of PowerPoint presentations at the end of the session. Students were asked to write their experience of learning from each session, which the teaching team conducted. Results: Combining the methods of CBL, FC, and GD in the backdrop of adult learning principles helped to deliver a well-rounded experience of practice in the classroom. This improved classroom engagement and developed critical thinking and problem-solving abilities in students. The method also helped to deliver deeper learning as students were actively involved throughout the process of learning. Conclusion: Implementing an integrated curriculum is challenging. A team of dedicated teachers with the common aim of delivering excellence in education willing to undertake the arduous journey with the students is essential. Minute planning and execution requires clarity of various clinical and homoeopathic concepts and their application. Combined methods comprising CBL, FC, and GD were found to be useful in implementing the challenging task to deliver certain vital concepts of the integrated curriculum.