Level of Integration in Modular System Curriculum in Medical Colleges of KPK, Pakistan: Integration in Modular System Curriculum

Fawad Ahmed Ahmed; Qari Muhammad Younas Aman; Jawairia Nawaz; Laiba Zaman; Faiqa Asghar; Muhammad Hamza; Ramla Rani; Osama Sajid; Aiza Ismail; Faiqa Iqbal

doi:10.54393/pjhs.v6i7.3089

Authors

Fawad Ahmed Ahmed Department of Medicine, Mufti Mehmood Memorial Teaching Hospital, Dera Ismail Khan, Pakistan
Qari Muhammad Younas Aman Department of Medicine, Mufti Mehmood Memorial Teaching Hospital, Dera Ismail Khan, Pakistan
Jawairia Nawaz Department of Surgery, Mufti Mehmood Memorial Teaching Hospital, Dera Ismail Khan, Pakistan
Laiba Zaman Northwest School of Medicine, Peshawar, Pakistan
Faiqa Asghar Khyber Medical College, Peshawar, Pakistan
Muhammad Hamza Saidu Medical College, Swat, Pakistan
Ramla Rani Gomal Medical College, Dera Ismail Khan, Pakistan
Osama Sajid Bacha Khan Medical College, Mardan, Pakistan
Aiza Ismail Kabir Medical College, Peshawar, Pakistan
Faiqa Iqbal Khyber Medical College, Peshawar, Pakistan

DOI:

https://doi.org/10.54393/pjhs.v6i7.3089

Keywords:

Integrated Curriculum, Harden’s Ladder, Medical Education, Faculty Perception

Abstract

Integrated medical education links basic sciences with clinical exposure, enhancing critical thinking. The World Federation of Medical Education (WFME) standards now require integrated teaching for graduates seeking US residency. KPK implemented Harden’s Ladder integration in 2018, but the extent of its integration is unknown. Objective: To assess the integration level using Harden's Ladder of Integration of medical colleges in KPK and examine variations across institutions, faculty profiles, and demographic data. Methods: A cross-sectional study was conducted from October 2024 to February 2025 across 13 public and private medical colleges within KPK. Faculty members received a validated questionnaire based on Harden's Ladder, which was distributed through convenience sampling. The study employed Chi-square and Fisher's exact tests to investigate the relationship between faculty demographics and levels of integration. Results: 99 faculty members participated. All faculty members reported full implementation of Step 5, which represents temporal coordination, whereas Steps 7-11 showed implementation in ≤50% of colleges (7 colleges). Senior faculty members with >3 years of experience observed better integration levels. The statistical analysis revealed significant institutional differences (p < 0.05) that were evenly distributed across colleges. Conclusions: Temporal coordination (Step 5) is fully implemented, but advanced integration is inconsistent. Faculty/institutional factors significantly influence outcomes, potentially compromising WFME accreditation requirements for US residency eligibility. Targeted interventions are recommended to bridge this gap.

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