Stepping on the ladder of integration: perspectives of foundational science teachers at a medical school on a discipline-based curriculum

Objective: This study explored the perspectives of foundational science teachers on the integration of courses within a discipline-based curriculum.Design: A qualitative enquiry based on an interpretive paradigm framework. Data were obtained through three focus group discussions conducted among the teachers from the departments of anatomy, physiology, and biochemistry of the institution. The transcript data obtained were analysed using the...