This comparative, before-and-after study (without controls) was conducted between February 2018 and April 2018 at Rajiv Gandhi Medical College, Maharashtra, India, to compare the cognitive domain scores obtained by first-year Bachelor of Medicine, Bachelor of Surgery (MBBS) students after traditional didactic lectures with that obtained after integrated teaching. After obtaining permissions from the Institutional Ethics Committee and institutional authorities, the purpose of the study was explained to first-year MBBS students. Those who had given written informed consent and were present for traditional didactic lectures, integrated teaching, pre-test and post-test were included in the study. Traditional didactic lectures were conducted as per the syllabus for the first-year MBBS course. The pre-test, conducted after traditional didactic lectures, consisted of ten questions (two mark per question; total 20 marks). After the pre-test, integrated teaching was conducted by the same set of teachers. The post-test was conducted after integrated teaching, using a questionnaire that was identical to that of the pre-test. A total of 62 students (29 females; 52.54% and 33 males; 47.46%) participated. The overall mean scores (out of 20) increased from 11.53 +/- 3.59 (95% CI: 10.64 - 12.43) in the pre-test to 13.31 +/- 3.16 (95% CI: 12.52 - 14.09) in the post-test, exhibiting high statistically significant (Z= 2.921; p= 0.003) difference. In the pre-test, the gender differences in scores were statistically significant for two questions, while in the post-test, the statistical significance was observed only for one question. Despite time constraints in the teaching schedule for first-year medical students, it is possible to conduct integrated teaching, which increased cognitive domain scores. However, a larger study on integrated teaching would be necessary in order to generalize the results.