This comparative, before–and–after study (without controls) was conducted to determine the differences in cognitive domain scores of first–year medical students after traditional didactic lectures and that after integrated teaching. The pre–test was conducted after traditional didactic lectures, while an identical post–test was conducted after integrated teaching. The outcome studied was the difference in cognitive domain scores after traditional didactic lectures and integrated teaching.The overall mean scores (out of 20) increased significantly (Z=6.663; p<0.0001) from 12.27 ± 3.64 in the pre–test to 16.10 ± 2.69 in the post–test.In both the pre– and post–tests, female students obtained higher mean scores in nine out of ten questions.Integrated teaching was found to significantly increase cognitive domain scores.