A BALANCED APPROACH FOR FACILITATED, STEP LADDER LEARNING OF HUMAN PHYSIOLOGY

Abstract

Background: In Pakistan, the 1^st Year and 2^nd Year examinations are held separately, bifurcating each relevant subject in 2 almost water-tight compartments. The guiding principles by regulatory bodies explicitly spelt out that ‘Repetitive teaching of the same contents by different disciplines must be avoided, and the university faculty is free to decide the order in which to teach a subject’. Except few colleges taking marginal advantage of the above guidelines, most are still on board the same old boats. Currently, in 1^st Year: General & Cell Physiology, Blood, Nerve & Muscle Physiology, GIT, CVS and Respiration; while in the 2^nd Year, Body Fluids & Kidney, Nervous System, Special Senses, Endocrinology and Reproduction are covered. Disadvantages: 1) Maximum load of curriculum is shifted to 1^st Year when the foliage students are already disturbed by numerous adverse factors. 2) The topics of Biological Membrane, Liver Functions, their tests & Jaundice in 1^st Year and the Endocrinology and Acid/Base Balance in 2^nd Year are being taught by Physiology & Biochemistry, generating duplication. A balanced approach is suggested to cover General & Cell Physiology, Blood, Nerve & Muscle Physiology, Respiration, Body Fluids & Kidney in 1^st Year, while GIT, CVS, Nervous System, Special Senses, and Reproduction in the 2^nd Year. Relevance will guide division of duplicated topics amongst Physiology and Biochemistry, avoiding unnecessary repetition. Advantages: 1) All prevailing disadvantages are eradicated. 2) All practicals in 2^nd Year will be the clinical methods, facilitating clinical clerkship in 3^rd year