A Comparative Study of Medical Curriculum Outcomes: Opinions of the Graduates of a Traditional Curriculum and an Innovative Curriculum

Lewkonia, Ray; Baumber, John S.; Gupta, Deanna; Walji, Anil H.

doi:10.1007/978-94-011-4886-3_168

Cited by 2 publications

(3 citation statements)

References 4 publications

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“…A comparison of medical school graduates of Calgary and the University of Alberta (which has a four-year curriculum) showed Calgary graduates’ satisfaction levels to be comparable to or higher than those of Alberta graduates regarding their training, practice patterns, specialty choices, and maintenance of competence in clinical practice. 34 Additionally, Calgary graduates have been rated as superior or equivalent to graduates of four-year Canadian medical schools in various domains of competency, using data from the College of Physicians and Surgeons of Alberta’s Physician Achievement Review program. 35 , 36 …”

Section: Three-year Medical Curricula In the Literaturementioning

confidence: 99%

The Merits and Challenges of Three-Year Medical School Curricula

et al. 2015

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The debate about three-year medical school curricula has resurfaced recently, driven by rising education debt burden and a predicted physician shortage. In this Perspective, the authors call for an evidence-based discussion of the merits and challenges of three-year curricula. They examine published evidence that suggests that three-year curricula are viable, including studies on three-year curricula in (1) U.S. medical schools in the 1970s and 1980s, (2) two Canadian medical schools with more than four decades of experience with such curricula, and (3) accelerated family medicine and internal medicine programs. They also briefly describe the new three-year programs that are being implemented at eight U.S. medical schools, including their own. Finally, they offer suggestions regarding how to enhance the discussion between the proponents of and those with concerns about three-year curricula.

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Section: Three-year Medical Curricula In the Literaturementioning

confidence: 99%

The Merits and Challenges of Three-Year Medical School Curricula

et al. 2015

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“…We are hesitant, however, on the basis of just this study and a previous study of alumni, 13 to suggest that large differences between curricula effectiveness, as manifest in the performance of graduates, exist. Residency, practice norms, patient expectations, and changing science all have an impact on detectable differences.…”

Section: Discussionmentioning

confidence: 67%

“…13 This alumni study revealed similarities related to practice (i.e., little variance in numbers of graduates who selected family practice, medical, and surgical specialties), beliefs about the health care system, and maintaining competence as well as some differences in perceptions about the structural elements of the curricula (i.e., need for more small-group learning or basic science teaching). 13 This alumni study revealed similarities related to practice (i.e., little variance in numbers of graduates who selected family practice, medical, and surgical specialties), beliefs about the health care system, and maintaining competence as well as some differences in perceptions about the structural elements of the curricula (i.e., need for more small-group learning or basic science teaching).…”

Section: Leadersinbothcanadaandtheunitedmentioning

confidence: 84%

Artist’s Statement: Brookings Hall

Veile¹

2009

Academic Medicine

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PurposeTo determine the long-term effects of curriculum length on physician competence, the authors compared the performance of graduates from the University of Calgary (U of C; a school with a three-year curriculum) with matched samples from the University of Alberta (U of A) and from other Canadian schools with a four-year curriculum. MethodThe authors used data from the College of Physicians and Surgeons of Alberta, Physician Achievement Review (PAR) program to determine curricular outcomes. The authors analyzed PAR program data, comprising reviews from medical colleagues, nonphysician coworkers (e.g., nurses, pharmacists), patients, and the physicians themselves, for 166 physicians from U of C, U of A, and other universities. They compared groups using one-way analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA), with years since graduation as a covariate, and a Cohen d effect size calculation to assess the magnitude of the differences. ResultsThe authors analyzed review data for 498 physicians. The results of ANCOVA showed that no significant differences existed among schools for the self and the patient aggregate mean questionnaire scores. Aggregate mean questionnaire scores from the medical colleague and coworker surveys were significant, albeit with a small effect size. MANCOVA showed small but significant differences among schools on the aggregate mean factor scores for medical colleague, coworker, and patient questionnaires. ConclusionsAlthough differences among schools exist, they are small. They suggest at least equivalent performance for graduates of three-and four-year medical schools who practice in Alberta.

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A Comparative Study of Medical Curriculum Outcomes: Opinions of the Graduates of a Traditional Curriculum and an Innovative Curriculum

Cited by 2 publications

References 4 publications

The Merits and Challenges of Three-Year Medical School Curricula

The Merits and Challenges of Three-Year Medical School Curricula

Artist’s Statement: Brookings Hall

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