To evaluate the impact of the curriculum's level 7 integration on first-year students' level of academic

motivation.

This longitudinal study was conducted at HITEC-IMS, Anatomy Department over a period of 12 weeks. Purposive

sampling technique was employed to engage all first year MBBS students, taught an academic module through the integrated

curriculum at level-7. Pre and post module data was collected in two phases, through a pre-validated 28-item Academic

Motivation Scale (AMS) questionnaire with five factor variation at the Likert scale, wherein 4 items represented amotivation,

11 intrinsic motivation, and 13 extrinsic motivations.

A highest mean motivation score was observed for extrinsic motivation in both phases of the study without any

statistically significant difference. While a statistically significant results (p-value

The study identified that in our context, the major motivation with which a medical student embarks upon the

journey of medical education, and continues to have later on is extrinsically derived. Moreover, the amotivation enhances

and the intrinsically driven motivation; which lacks behind other factors even at the outset, reduces with exposure to

integrated medical curriculum.