Child Health and Obstetrics-Gynaecology in a problem-based learning curriculum: accepting the limits of integration and the need for differentiation

Patel, LN; Buck, Page Walker; Tl, Dornan

doi:10.1046/j.1365-2923.2002.01147.x

Cited by 7 publications

(13 citation statements)

References 34 publications

(62 reference statements)

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“…An incidental, but very important, finding was that students' learning was strongly influenced by the specialty interest of their hospital firm, despite a curriculum design that is as horizontally integrated as is compatible with apprenticeship and continuity of experience. We have reported elsewhere 14 how hard it is to achieve the level of horizontal integration that is now expected in UK medical schools 7…”

Section: Discussionmentioning

confidence: 99%

Towards valid measures of self-directed clinical learning

2003

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Both free text responses and students' quantitative self-reports of real patient learning were more valid than a satisfaction instrument. One explanation is that students had no benchmark against which to rate their satisfaction and curriculum change altered their tacit benchmarks. Perhaps the stronger emphasis on self-directed learning demanded more of students and dissatisfied those who were less self-directed. Results of objective, standardised assessments were not sensitive to the level of self-directed, real patient learning. Despite an integrated curriculum design that set out to override disciplinary boundaries, students' learning remained strongly influenced by the specialty of their hospital firm.

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Section: Discussionmentioning

confidence: 99%

Towards valid measures of self-directed clinical learning

2003

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“…These 40 studies reported integrated educational interventions employed across medicine (n=28) [10-12, 16-21, 23-25, 28, 29, 31, 33, 34, 36, 38-41, 44-49], pharmacy (n=11) [13-15, 26, 27, 29, 30, 32, 35, 37, 42],and dentistry (n=1) [22] in institutions worldwide: United States of America (n=14) [11, 13-15, 24-27, 29, 30, 32, 40, 42, 46], India (n=7) [10, 18-20, 28, 33, 41], United Kingdom (n=6) [22,35,37,39,43], Middle East (n=4) [16,17,23,31], the Netherlands (n=4) [31,44,48,49], Belgium (n=2) [45,47], and one from each of: Stockholm [12], Brazil [21], Germany [36], and Korea [38].…”

Section: Study Characteristicsmentioning

confidence: 99%

“…The number of students experiencing the integrated educational activities was not always described, but where included, cohorts varied from relatively small, approximately 30-40, to very large, approximately 1000-2000 students. Most studies, (n=34) adopted surveys to capture student feedback [10,[13][14][15][16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32][34][35][36][37][38][39][43][44][45][46][47][48][49], six studies employed student interviews or focus groups [11,12,27,29,36,37] and 24 assessed student performance at a terminal assessment [10,14,15,17,18,21,[23]…”

Section: Study Characteristicsmentioning

confidence: 99%

“…critical thinking, problem-solving, and clinical reasoning. Half of the studies (n=20) described activities at the interdisciplinary level of integration [12,13,[15][16][17][18]20,21,[23][24][25][27][28][29]31,35,37,[44][45][46] and eight described elements of, or a full curriculum, at the transdisciplinary level [10,11,22,[39][40][41]43,49]. Two studies described interventions at the correlation [26,32], and at the multidisciplinary levels [14,31], and one at the complementary level [42].…”

Section: Curriculum Development and Integration Decisionsmentioning

confidence: 99%

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A systematic review to investigate student performance and their learning experiences within integrated healthcare curricula

Nazar

Khan

Nazar

et al. 2019

Preprint

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Background Integrated curricula is being adopted within healthcare programmes with a growing number of curriculum evaluations being undertaken and reported. A framework exists to guide educationalists in the planning, design and implementation of integrated curricula. It is unknown how widely utilised this framework has been to inform curricula development. This study presents a systematic appraisal of the evidence on how healthcare students experience and perform within integrated interventions and aims to assess how the context of the curriculum has influenced these outcomes. Methods Six electronic databases: Medline, Embase, Scopus, Psych-INFO, CINHAL and ProQuest were systematically searched in September 2018. Studies reporting on undergraduate healthcare students providing feedback, or performing at terminal assessment after experiencing integrated curricula were included. The assessments were categorised by the learning domain they aimed to test. Studies were assessed for methodological quality and risk of bias using a critical appraisal checklist. Studies were appraised against the implementation framework to facilitate contextual understanding of the intervention and findings. Results Forty studies from programmes in medicine, pharmacy and dentistry met the inclusion criteria and were included. Interdisciplinary level integration was most widely adopted, with a wide range of teaching and learning strategies employed in the delivery. Assessments testing higher learning domains, e.g. application and analysis of knowledge, were more commonly reported. Students appear to perform similarly or conservatively better after experiencing integrated education, however adopted study designs preclude the deduction of a direct causal relationship. Students report generally positive feedback on their integrated experiences, claiming the development of a wide range of skills. However, authors provide insufficient detail about the integrated educational developments to best inform future educationalists on the best systems for curriculum integration. Conclusions There is an impetus in research purporting best practices in curriculum integration, however, more standardised, evidence-informed design and reporting of interventions and outcomes are required to strengthen evidence in this area.

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“…Integration of curriculum content is perhaps the most controversial of all the GMC recommendations. The tribulations of horizontally integrating clinical disciplines are the topic of quite another discussion, 8 but the call for medical schools to break open the Flexner/AMA preclinical to clinical sequence is very germane to this one. Intrigued by it, we in Manchester set out to develop a rationale for early experience.…”

Section: Tomorrow's Doctorsmentioning

confidence: 99%