Aims: Current medical education imparts knowledge in a disjoined manner so that it is difficult for undergraduates to co-relate information in clinical context. The aim of this study was to introduce vertical integration for undergraduate medical students and to analyse its impact on the students and faculty. Materials and Methods: An innovative Vertical integrated teaching module was carried out at our Medical College with the cooperation of Surgery and Anatomy departments. Framing of proposed time table and curriculum design was done. 40 students and 19 faculties participated in this project. Pre-test and post-test assessment was carried out after each session. A separate questionnaire was given to students and faculties for their feedback. Result: Statistical analysis showed that there was a significant improvement in the students__ampersandsignrsquo; mean scores, knowledge and understanding level. The students were highly satisfied with this method of teaching and interestingly 95 % of students showed positive behavioural changes. The response of the faculty was of mixed type but most of them responded positively to the exercise of integrated teaching. Conclusion: We conclude that vertical integrated teaching in a medical curriculum is found to facilitate attainment of knowledge and improve the affective and psychomotor domains along-with creating a positive behavioural change in the students. The results of VIT are encouraging so that it can be expanded to many more topics to enable a smooth transition from traditional to integrated teaching over the coming years