Tehran University of Medical Sciences Acta Medica Iranica 0044-6025 49 11 2011 11 15 753 759 EN Shahram Ejtemaei Mehr Department of Pharmacology, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran. Gholamreza Hassanzadeh Department of Anatomy, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran. Maryam Zahmatkesh Department of Neuroscience, School of Advanced Medical Technologies, Tehran University of Medical Sciences, Tehran, Iran. Maziar Seyedian Department of Psychiatry, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran. Mohammad Arbabi Psychiatry and Psychology Research Center, Tehran University of Medical Sciences, Tehran, Iran. Azim Mirzazadeh Educational Development Office, School of Medicine, Tehran University of Medical Science, Tehran, Iran. Farhad Hatami Educational Development Office, School of Medicine, Tehran University of Medical Science, Tehran, Iran. 2015 09 28 Integration is an important educational strategy in medical education. Considering this idea, the goal of the present study was to design and implementation of longitudinal and vertical integrated education of anatomy, physiology, pharmacology, neurology and neuropsychiatry subjects of brain's basal ganglia by a multidisciplinary team. Kern's approach to curriculum development was used. Participants were 20 medical students at basic science level who contribute in a 10 stations of pre-test exam at Medical School's Skill Lab. After the implementation of the module by a multidisciplinary team, post-test were done. A structured questionnaire was designed to assess student opinions about adequacy, usefulness of the module using a Likert scale with 5 categories ranging from “completely agreement” to “completely disagreement". The result of pre and post-test were also compared. Twenty questionnaires were completed, giving a 77.63% satisfaction rate. Seventy-five percent of students found it useful and appropriate at basic science level. About fifty percent of students suggested the implementation of this module for other medical students. The score of post-test was significantly (14.52±0.47 vs 6.32±0.62, P<0.05) higher than pre-test results. The viewpoints of medical students were positive and they value the module highly. Since it is not easy to change the style we teach, these results suggest necessitate of supporting the faculty member's participation in these modules. https://acta.tums.ac.ir/index.php/acta/article/view/3832 https://acta.tums.ac.ir/index.php/acta/article/download/3832/3807