Benefits and barriers of vertically integrated learning: Exploring medical students’ perspectives—a qualitative study from Larkana, Pakistan.

Abstract

Objective: To explore medical students’ perceptions of VIL, focusing on perceived benefits, barriers, and suggestions for improvement. Study Design: Qualitative study. Setting: Chandka Medical College, a Constituent College of Shaheed Mohtarma Benazir Bhutto Medical University, Larkana, Pakistan. Period: September 2025 to December 2025. Methods: Fifty MBBS students from all academic years, including both genders, participated. Data were collected using an open-ended questionnaire through printed forms and Google Forms, according to student preference and availability. Participation was voluntary, and responses were confidential. Data were analyzed using NVivo software (version 15), following Braun & Clarke’s thematic analysis framework, including familiarization, coding, theme identification, triangulation, member checking, and iterative refinement to ensure credibility and trustworthiness. Results: Thematic analysis identified six major themes: (1) Overall experience of VIL, (2) Integration of basic and clinical sciences, (3) Improvement in learning style and clinical reasoning, (4) Perceived benefits, (5) Barriers, and (6) Suggestions for improvement. Students reported positive experiences, highlighting enhanced understanding, better subject correlation, early clinical exposure, and improved correlation between subjects. Barriers included heavy workload, limited opportunities for clinical practice, inconsistent integration across departments, and time management difficulties. Suggestions included increasing clinical exposure, structured case-based sessions, and improved coordination between departments. Conclusion: Medical students perceive VIL positively, particularly for linking theory with practice, enhancing clinical reasoning, and fostering early clinical exposure. Effective implementation, however, requires careful curriculum planning, structured integration, and coordinated departmental support. These insights can inform curriculum development and policy decisions in Pakistan and similar educational contexts.