Purpose
This study explored the perspectives of faculty at an international medical school on curriculum integration (CI), including its facilitators and barriers.

Methods
A mixed methods study employed a phenomenological approach for data collection. An electronic survey questionnaire was developed, validated, and deployed to 81 preclinical science faculty members. Semi-structured interviews were conducted with eight faculty members assigned to a basic science or clinical medicine department. Statistical analysis of the survey data was performed using standard software. An inductive approach was used for coding and thematic analysis of the qualitative data.

Results
Forty-six percent (n = 37) of the sample population responded to the survey. Responses indicated a non-uniform understanding of curriculum integration. Four major themes emerged from their perspectives: CI as a tool and as an ultimate goal, faculty synergies, curriculum design, and evaluation of CI efforts. Respondents expressed that encouragement from colleagues and by the medical school spurred their interest in pursuing CI efforts. However, they felt there were expertise- and time limitations for developing high-quality integrated learning sessions. Declining learner attendance and other factors made evaluation of CI efforts challenging.

Conclusion
The faculty’s understanding of CI at an international medical school is consistent with findings of the published literature. However, the data indicate that their differential understanding presented challenges to time-intensive collaborative efforts. Further, learners' lack of consumption of the enacted curriculum has complicated the evaluation of the effects of CI efforts on their performance and quality improvement initiatives. The perspectives of these study participants about CI revealed facilitators and barriers that have implications for future faculty development and how educators design integrated curricula.