INTEGRATIVE PEDAGOGY AND INTERDISCIPLINARY SCIENCE IN MEDICAL EDUCATION

Abstract

The integrative approach in pedagogy and the interdisciplinary approach in science are distinct yet complementary frameworks in contemporary medical education. The interdisciplinary approach in science focuses on synthesizing theoretical, methodological, and epistemological perspectives from multiple disciplines to address complex medical problems. In contrast, integrative pedagogy aims to align the curriculum, instructional strategies, and learning outcomes in a systematic way to support the holistic development of future physicians. Integrative learning models operate at the curricular, instructional, and cognitive levels. These models ensure the vertical and horizontal integration of basic and clinical sciences. They also promote the use of practice-oriented teaching methods and the development of clinical reasoning and systems thinking. Interdisciplinary scientific knowledge provides the epistemological foundation for integrative pedagogy, and educational technologies translate this knowledge into structured learning experiences. The effectiveness of integrative models hinges on coherence between disciplinary content, pedagogical design, and assessment strategies. This approach supports a shift toward competence-based education and evaluating students' ability to integrate and apply knowledge in clinically meaningful contexts.