الفهرس 
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Abstract
In response to debates over the effectiveness of traditional models of medical education which separate basic and clinical sciences, many medical curricula have been subjected to become more integrated with earlier clinical experience and ‘scientific’ learning extended into the clinical years. Integration is organization of teaching matter to interrelate or unify subjects frequently taught in separate academic courses or departments. In 2009/2010, Alexandria medical school responded to the needs of reforming its pre-clinical educational program to become more integrated. This new integrated curriculum (IC) included 19 systems-based integrated modules taught over the first three academic years.
Aim of work
Taking into consideration the importance of program evaluations as a vital step in curriculum design, this study aimed to explore the perceptions and attitudes of the key stakeholders from faculty and students toward various aspects of the integrated curriculum, and their suggestions for improvement.
Subject and methods
The study was a cross sectional design. A five -point Likert structured questionnaire was administrated to 300 undergraduate students who completed their pre- clinical phase and 100 faculty members. Both faculty and students’ questionnaires assessed whether IC achieved its aim or not, the implementation process of IC and the newly introduced instructional methods. Additionally, the faculty survey aimed to elicit the perception of faculty towards the change process. Open-ended questions were also included to gain a deeper insight regarding faculty and students’ suggestions to improve IC. Moreover, cumulative grades were used to compare between students’ performance in integrated program and traditional disciple based program.
Results
The value of integration
In the present study, less than half of the faculty and students appreciated the concept and the value of integrated curriculum. This low percentage may indicate the effect of the shortcomings in developing the curriculum on outweighing its value in helping students apply basic sciences in clinical situations. These shortcomings included implementation on large number of students, the limited application of active learning pedagogies and rushing into the implementation of integrated curriculum on large scale which is pre-clerkship phase.