Evaluating the effectiveness of curriculum change. Is there a difference between graduating student outcomes from two different curricula?

Peeraer, Griet; Winter, Benedicte Y. De; Muijtjens, Arno M. M.; Remmen, Roy; Bossaert, Leo; Scherpbier, Albert

doi:10.1080/01421590802512920

Cited by 15 publications

(26 citation statements)

References 13 publications

(6 reference statements)

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“…A collaborative approach between the faculty, the Ministry of Health and rural doctors is proposed with the objective to improve the undergraduate curriculum and better meet the needs of the recent graduates entering into rural service 16 21 32. One option would be to offer more exposure to rural communities in the undergraduate curriculum 33––35.…”

Section: Discussionmentioning

confidence: 99%

Are recent graduates enough prepared to perform obstetric skills in their rural and compulsory year? A study from Ecuador

et al. 2014

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ObjectivesThe aim of this study was to assess the possible mismatch of obstetrical skills between the training offered in Ecuadorian medical schools and the tasks required for compulsory rural service.SettingPrimary care, rural health centres in Southern Ecuador.ParticipantsA total of 92 recent graduated medical doctors during their compulsory rural year.Primary and secondary outcomes measuresA web-based survey was developed with 21 obstetrical skills. The questionnaire was sent to all rural doctors who work in Loja province, Southern Ecuador, at the Ministry of Health (n=92).We measured two categories‘importance of skills in rural practice’ with a five-point Likert-type scale (1= strongly disagree; 5= strongly agree); and ‘clerkship experience’ using a nominal scale divided in five levels: level 1 (not seen, not performed) to level 5 (performed 10 times or more). Spearman's rank correlation coefficient (r) was used to observe associations.ResultsA negative correlation was found in the skills: ‘episiotomy and repair’, ‘umbilical vein catheterisation’, ‘speculum examination’, ‘evaluation of cervical dilation during active labour’, ‘neonatal resuscitation’ and ‘vacuum-assisted vaginal delivery’. For instance ‘Episiotomy and repair’ is important (strongly agree and agree) to 100% of respondents, but in practice, only 38.9% of rural doctors performed the task three times and 8.3% only once during the internship, similar pattern is seen in the others.ConclusionsIn this study we have noted the gap between the medical needs of populations in rural areas and training provided during the clerkship experiences of physicians during their rural service year. It is imperative to ensure that rural doctors are appropriately trained and skilled in the performance of routine obstetrical duties. This will help to decrease perinatal morbidity and mortality in rural Ecuador.

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Section: Discussionmentioning

confidence: 99%

Are recent graduates enough prepared to perform obstetric skills in their rural and compulsory year? A study from Ecuador

et al. 2014

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“…To compare scores on knowledge of two cohorts of students from two curricula (old and new) in their final year (Peeraer et al, 2009) This study evaluated the effect of curriculum change from a medical school. PrT was used as instrument to measure scores.…”

Section: Instrument To Comparison (Between Curricula Methods Of Learmentioning

confidence: 99%

Progress test: A review to motivate their use in pharmacy schools in Brazil

Malta¹,

Machado²,

Shadeck³

et al. 2016

Afr. J. Pharm. Pharmacol.

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Progress Test (PrT) is a longitudinal assessment strategy in which tests composed of contents from all the curriculum are periodically applied to all students of a course. Such strategy allows measurement of deep, long-lasting meaningful learning as well as early detection and remediation of underperforming students. It was introduced more than forty years ago, and it has been used in several health schools in the world, especially medicine. Assessment of students' knowledge gain and its application over the course is a challenge. PrT has become a relevant method to monitor the development of the student through graduation. There is no culture of using longitudinal assessments in Brazil's pharmacyschools. This scenario is an opportunity for use of PrT. The objective of this work is to make a literature review about how progress test has been used in context of education. The authors also discuss the possibilities of PrT's application in Pharmacy undergraduate courses in Brazil. PrT has a long history of use by various institutions in the world. Most user experiences come from medical schools, but there are articles showing the application of PrT in dentistry and psychology schools. PrT has been shown to be an effective assessment tool in a problem-based (PBL) and traditional curricula. PrT is recommended as a tool to longitudinal assesses growth in knowledge. Phamacy schools may develop their own framework for PrT collaborations, which could optimize the educational utility of student's assessment instruments as tools to enhance learning.

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“…3 Although some of these curricular changes have shown success in improving students' acquisition and application of core scientific and clinical principles, how these curricular changes affect students' ability to seek out, identify, interpret, and apply basic science in clinical practice remains unclear. 4 Likewise, whether these teaching methods inspire the use of the scientific method and foster intellectual curiosity, and whether trainees ultimately retain this curiosity in clinical practice, are also uncertain.…”

Section: The1910reportmedicaleducationinmentioning

confidence: 99%

Standardizing and Personalizing Science in Medical Education

et al. 2010

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In the century since the initial publication of the Flexner Report, medical education has emphasized a broad knowledge of science and a fundamental understanding of the scientific method, which medical educators believe are essential to the practice of medicine. The enormous growth of scientific knowledge that underlies clinical practice has challenged medical schools to accommodate this new information within the curricula. Although innovative educational modalities and new curricula have partly addressed this growth, the authors argue for a systematic restructuring of the content and structure of science education from the premedical setting through clinical practice. The overarching goal of science education is to provide students with a broad, solid foundation applicable to medicine, a deep understanding of the scientific method, and the attitudes and skills needed to apply new knowledge to patient care throughout their careers. The authors believe that to accomplish this successfully, the following changes must occur across the three major stages of medical education: (1) a reshaping of the scientific preparation that all students complete before medical school, (2) an increase in individualized science education during medical school, and (3) an emphasis on knowledge acquisition skills throughout graduate medical education and beyond to assure lifelong scientific learning. As students progress through the educational continuum, the balance of standardized and personalized scientific knowledge will shift toward personalization. Greater personalization demands that physicians possess well-refined skills in information acquisition, interpretation, and application for optimal lifelong learning and effective clinical practice.

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Evaluating the effectiveness of curriculum change. Is there a difference between graduating student outcomes from two different curricula?

Cited by 15 publications

References 13 publications

Are recent graduates enough prepared to perform obstetric skills in their rural and compulsory year? A study from Ecuador

Are recent graduates enough prepared to perform obstetric skills in their rural and compulsory year? A study from Ecuador

Progress test: A review to motivate their use in pharmacy schools in Brazil

Standardizing and Personalizing Science in Medical Education

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