Credit Hours Policy - Is It Working for Hybrid Problem-Based Learning Curriculum: An Experience of Najran School of Medicine KSA

<p>Effect of blueprinting methods on test difficulty, discrimination, and reliability indices: cross-sectional study in an integrated learning program</p>

“…For each practical session (skill laboratory), a ratio of 2:1 of contact to credit hours is utilized (120 minutes for 18 weeks equivalent to 1 credit hour of practical instruction or equivalent per term) (Table 1). 17 This reduces subjectivity in weighting process as contact and credit hours are already defined by raters. For a 3 credit hour course (2 theories and 1 practical), we adopted 10 questions for each credit hour with a total number of 30 questions.…”

“…Several medical schools have currently shifted to the credit hours policy in their learning approach; this eventually helps to overcome some learning difficulties such as overcrowding of the curriculum 17. The validity of this learning system in achieving the required objectives has been discussed by many methods; however, the impact of implementing such learning strategy (credit hours) directly upon students’ assessment results has not been yet detected.…”

Didactic principles: A proposal from the theory of subjectivity

“…With this aim, the university should promote curricular designs by finding solutions to tension between the problems of the other organizations and objectives of the professional formation. The project-based learning solves these problems, and it is an alternative validated by multiple investigations (Morsy et al, 2015). The projects train the students in many other organization processes and bring them closer to their performance profile.…”