The rapid transformation of modern medical education, shaped by technological advancement, competency-based learning standards, and interdisciplinary demands, requires innovative pedagogical approaches to teaching “Internal Medicine” in higher educational institutions. Traditional lecture-centered methods of instruction, although foundational, are no longer sufficient for preparing highly competent clinicians capable of integrating knowledge, clinical reasoning, and professional values. This article explores the enhancement of teaching methodologies for “Internal Medicine” through an integrative approach that unifies basic sciences, clinical disciplines, simulation-based training, digital tools, and evidence-based practices. Integrative methodology enables students to understand pathophysiological mechanisms in correlation with clinical manifestations, diagnostic reasoning, and treatment strategies. By bridging theoretical content with practical contexts, learners acquire a deeper understanding of complex internal diseases and develop stronger clinical decision-making abilities.

This study reviews current research on pedagogical innovations, identifies key challenges in internal medicine education, and outlines strategies for implementing integrative teaching models. The proposed framework emphasizes problem-based learning (PBL), case-based discussions, interdisciplinary team teaching, virtual clinical simulations, and competency-based assessment. The article also presents findings from an evaluation of the integrative model applied in selected medical institutions, demonstrating improved student engagement, knowledge retention, and practical performance.

The research concludes that integrative teaching methodology significantly enhances the effectiveness of instruction in Internal Medicine, fosters critical thinking, promotes active learning, and better prepares future physicians for real-world clinical challenges. Recommendations are provided for medical educators and policy developers to support curriculum redesign, faculty development, and institutional reforms toward more holistic and modernized medical education.

Internal Medicine, integrative approach, medical education, pedagogy, competency-based learning, clinical reasoning, interdisciplinary teaching, simulation training, problem-based learning, curriculum innovation.

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