86 KMUJ 2013, Vol. 5 No. 2 C K C K C K C K ORIGINAL ARTICLE 1  Assistant Professor, Department of Biochemistry, Islamic International Medical College, Rawalpindi, Riphah University, Islamabad Postal Address: House no 178, lane 7, Askari 13, Adi- ala Road, Rawalpindi. Pakistan E mail: dr_aminatariq@yahoo.com 2 Associate Professor, Department of Anatomy, Al-Nafees Medical College, Isra University, Islamabad, Pakistan Date submitted: November 26, 2012 Date revised: June 10, 2013 Date accepted: June 11, 2013 INTRODUCTION T wentieth century, was the century of evolution of medical education and organization of medical schools. Abraham Flexner 1 , in 1910 published his report on medical education in the Unit- ed States and Canada and subsequently led to major transformation of medical education in United States. Ever since the publication of Flexnor report, efforts have been made to revitalize the medical education and changes in the curriculum have been made to meet the needs of the future doctors. The conventional system of medical education has been criticized for a variety of reasons which include: irrelevant infor- mation that is being taught in the basic sciences, students are not motivated, and study program is overloaded. 2 Integrated teaching system was introduced for the first time in Cleveland USA in 1952 3 . Integrated system can be either vertical or horizontal. In this college traditional method of teaching was replaced by vertical modular method. In this meth- od integration between basic sciences and clinical medicine is done. The Basic Medical Science Faculty has to work in collaboration along with teachers from the clinical sciences to design a system based integrated curriculum for the first two years of the MBBS class. 4 All over the world integrated curricu- lum has been adopted and performance of students is improving. All curricular planners are sensitive to the time con- straints of developing a viable course program that does not overburden students and still preserves ample time and opportunities for appropriate stu- dent learning 5 . Preferably, there is more time devoted to learning those skills needed most often for patient care and less time devoted to learning those skills rarely needed for patient care or that fall outside of a chiropractor’s scope of practice 6 . The goals are for students to learn and be able to apply the disciplinary content, develop critical thinking abilities, and acquire skills of life-long learning, communication, and team building 7 . PBL has been widely used in recent years in medical and related areas of professional education. In those settings each small PARAMETERS ASSESSED FOR QUALITY AND MANAGEMENT OF MODULAR SYSTEM BY THE STUDENTS OF FIRST AND SECOND YEAR MBBS Amena Rahim 1  , Khadija Iqbal 2 ABSTRACT OBJECTIVE: To assess the quality and management of the modular system in the first two years of Islamic international medical college Rawalpindi. METHODOLOGY: Based on convenience sampling, 180 students of first and second year MBBS of Islamic International medical college Rawal- pindi were given proforma at the end of each module and evaluated by the evaluation committee. RESULTS: First year students, showed agreement for objectives of the module, integration of theory & practical’s, and for grasping of the module. They were dissatisfied with the time management of the topic completion. Second year students were dissatisfied with integration of theory & practical’s. Students of first year strongly disagreed (11.2%) that assessment reflects the objectives in contrast to 2nd year (8.8 %). Captivation of interest of module content agreement was 44% for 1st year student’s vs 29.7% for 2nd year. Strong agreement for the reflection of objectives was 20.5% of 1st year students vs 1.1% for 2nd year stu- dents. Second year was satisfied with the PBL content (20.6%). Strong agreement was shown by 12.2% of 1st year students as compared to 5.5% of 2nd year that it encouraged the thinking process. CONCLUSION: Overall students are satisfied with the modular system. First year students are not satisfied with the time management of the topic completion, content of the module and assessment reflecting the objectives. Second years students were more satisfied than 1st year students except for integration of theory & practicals. Efforts are needed to address the students concerns regarding modular system. KEYWORDS: Modular System, Quality, Management, Proformas. THIS ARTICLE MAY BE CITED AS: Rahim A, Iqbal K. Parameters as- sessed for quality and management of modular system by the students of first and second year MBBS. Khyber Med Univ J 2013; 5(2): 86-90.