Faculty Perspective on the Challenges Faced During Implementation of Integrated Curriculum

Background: Curriculum is a dynamic thing that has evolved over the years to ensure the competency of health care professionals. Due to guidelines issued by international accrediting agencies, University College of Medicine & Dentistry implemented an integrated modular curriculum in 2015 that is coordinated and coherent.  Objectives: The objective of this study was to explore the difficulties that the faculty faced while implementing an integrated curriculum for the undergraduate dental program (BDS) at the University College of Dentistry, The University of Lahore.   Methods: This descriptive exploratory study was conducted from September 2020 till January 2021 at University College of Dentistry, The University of Lahore. Thirty-five faculty members were interviewed. The interviews were analyzed thematically after being transcribed. Results: Six themes emerged from the analysis of interviews. These themes were: working environment, distribution of workload, communication, faculty development and retention, evaluation and leadership. Conclusions: Integrated curriculum may be the need of the hour; however, its implementation comes with a set of challenges, which include a non-conducive working environment, uneven distribution of workload, absence of a sound faculty development and retention program, or absence of adequate resources. These factors may hinder the implementation of the integrated curriculum.

Implementing Cooperative Learning in Classrooms in Pakistan: Problems and Possibilities

This study sets out to answer three questions: 1. What factors hinder or facilitate the implementation of cooperative learning in schools in Pakistan? 2. What process is involved in teachers integrating cooperative learning into their existing repertoire? 3. What student outcomes result from teachers using cooperative learning in their classrooms? The study was conducted in a private school in Karachi. Four teachers - two primary and two secondary participated in the study. The Johnson & Johnson "Learning Together" model of cooperative learning was the instructional strategy implemented and coaching was used to help teachers internalize the instructional change. The study revealed that, besides the problems that could occur with the implementation of any new instructional strategy, there are obstacles to the implementation of cooperative learning that are peculiar to the strategy itself because they come in conflict with teachers' beliefs, values and attitudes about teaching and learning. It is argued that unless researchers attend to such beliefs and the educational practices that are shaped by them, they will be stymied in their attempts to implement cooperative learning. The study further reveals coaching as probably the most critical support process required for teachers to internalize instructional change, that expert coaching may be necessary during implementation and that considerable infrastructural modifications are necessary to embed peer coaching in the school culture. Positive changes were noted by teachers and students alike in such things as the students' understanding of subject matter, interpersonal relationships and students' self-esteem and self-confidence.