Student feedback about the integrated curriculum in a Caribbean medical school

Shankar, P Ravi; Balasubramanium, Ramanan; Dwivedi, Neelam; Nuguri, Vivek

doi:10.3352/jeehp.2014.11.23

Cited by 13 publications

(11 citation statements)

References 12 publications

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“…The reason for such better score may be related to the fact that problem-based learning style encouraged group work and active learning among students and made them more recognized for their course material. However, our study's sample size is larger than that study and with a variety of students' levels; it showed no significant differences in the final results of the PBL and traditional learning method [16].…”

Section: Discussioncontrasting

confidence: 57%

Recall of Theoretical Pharmacology Knowledge by 6th Year Medical Students and Interns of Three Medical Schools in Riyadh, Saudi Arabia

Mustafa

Alassiry

Al-Turki

et al. 2016

Education Research International

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The aim of this research is to provide some insights into the ability of the sixth year medical students and interns to recall theoretical knowledge of pharmacology. A cross-sectional study was conducted among students who graduated from three different medical schools in Riyadh, Saudi Arabia. A questionnaire was distributed to male and female students in 3 different colleges of medicine. The questionnaire included demographic information and ten multiple choice questions (MCQs) on basic pharmacology. Out of the 161 students, there were 39 females (24%) and 122 males (76%). A total of 36 (22%) students studied at a traditional learning school whereas 125 (78%) students studied at problem based learning (PBL) schools. The students were recruited from three universities: KSU, KSAU-HS, and KFMC-COM. In general, 31 students (19%) of the participants scored ≥ 7 out of 10, 77 students (48%) of them obtained a correct score of (4–6) out of 10, and 53 students (33%) scored less than 4. The study showed no statistically significant difference in recalling pharmacology between traditional school and problem based learning school except for those who prepared for exams. Results suggest that pharmacology is a difficult subject. Reevaluations are needed in the way of teaching pharmacology.

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Section: Discussioncontrasting

confidence: 57%

Recall of Theoretical Pharmacology Knowledge by 6th Year Medical Students and Interns of Three Medical Schools in Riyadh, Saudi Arabia

Mustafa

Alassiry

Al-Turki

et al. 2016

Education Research International

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“…While an initial decline in examination scores has been reported following the introduction of multidisciplinary assessments (Moqattash et al, ; McKeown et al, ; Thompson et al, ), some medical educators contend that the integration of content promotes knowledge retention by enhancing the connections within and between content areas (Norman and Schmidt, ). In other instances, students have expressed positive feedback regarding integrated assessments as they collectively assess basic science knowledge in reference to clinical scenarios (Shankar et al, ). In a study on integrated practical examinations, Hudson and Tonkin () suggest that by truly integrating practical examination material, one can further reduce the number of items required per examination.…”

Section: Discussionmentioning

confidence: 99%

Using generalizability analysis to estimate parameters for anatomy assessments: A multi‐institutional study

Byram

Seifert

Brooks

et al. 2016

Anatomical Sciences Ed

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With integrated curricula and multidisciplinary assessments becoming more prevalent in medical education, there is a continued need for educational research to explore the advantages, consequences, and challenges of integration practices. This retrospective analysis investigated the number of items needed to reliably assess anatomical knowledge in the context of gross anatomy and histology. A generalizability analysis was conducted on gross anatomy and histology written and practical examination items that were administered in a discipline-based format at Indiana University School of Medicine and in an integrated fashion at the University of Alabama School of Medicine and Rush University Medical College. Examination items were analyzed using a partially nested design s×(i:o) in which items were nested within occasions (i:o) and crossed with students (s). A reliability standard of 0.80 was used to determine the minimum number of items needed across examinations (occasions) to make reliable and informed decisions about students' competence in anatomical knowledge. Decision study plots are presented to demonstrate how the number of items per examination influences the reliability of each administered assessment. Using the example of a curriculum that assesses gross anatomy knowledge over five summative written and practical examinations, the results of the decision study estimated that 30 and 25 items would be needed on each written and practical examination to reach a reliability of 0.80, respectively. This study is particularly relevant to educators who may question whether the amount of anatomy content assessed in multidisciplinary evaluations is sufficient for making judgments about the anatomical aptitude of students. Anat Sci Educ 10: 109-119. © 2016 American Association of Anatomists.

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“…These limitations have, in turn, affected the achievement of the intended learning outcomes in all domains of Bloom Taxonomy (1,2). Many studies have reported the feedback of the students about the integrated curriculum (3-6) such as Wilkerson et al (3), Shankar et al (4), and Lam et al (5) found that the student feedback was positive for the integrated curriculum, while Thompson et al (6) found no difference between the discipline-specific curriculum and the integrated curriculum. Most of these studies highlighted the positive feedback for the integrated curriculum (7,8), but some of them have reported the disadvantages of the curriculum (9).…”

Section: Introductionmentioning

confidence: 99%

Drawbacks in the Implementation of an Integrated Medical Curriculum at Medical Schools and Their Potential Solutions

Atta¹,

El-Hag²,

Shafek³

et al. 2020

EIMJ

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This study aims to explore the shortcomings in the implementation of an integrated medical curriculum to recommend solutions to overcome them. The study included 284 participants, including 220 medical students from different medical schools (Albaha University, Al-Azhar University and Cairo University), 52 faculty members and 12 administrative members. A well-formed questionnaire containing both qualitative and quantitative components was designed to evaluate the main aspects of the integrated curriculum. The quantitative items were scored on a Likert scale of one to five, and an independent t-test was used to analyse the results. The major pitfalls reported from the students were that the integrated curriculum is more stressful, a lot number of courses, the consecutive arrangement of the courses and a high number of assessments. The major pitfalls reported from the faculty members include missing many subject areas, limited cooperation among disciplines, students can pass the course without achieving the minimum requirements in each discipline, students can leave out some disciplines according to their weight in the course, and they can, therefore, pass the programme without identifying their shortcomings in each discipline separately. The major pitfalls reported from administrative staff includes staff resistance to student-centered activity and the costs of catering to a problem-based learning environment and providing additional equipment. The present findings point to the need for clear policy charts by the administration, the implementation of a faculty development programme, well-equipped teaching/learning rooms and learning resources, in order to improve the efficiency of implementation of the integration programme.

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Student feedback about the integrated curriculum in a Caribbean medical school

Cited by 13 publications

References 12 publications

Recall of Theoretical Pharmacology Knowledge by 6th Year Medical Students and Interns of Three Medical Schools in Riyadh, Saudi Arabia

Recall of Theoretical Pharmacology Knowledge by 6th Year Medical Students and Interns of Three Medical Schools in Riyadh, Saudi Arabia

Using generalizability analysis to estimate parameters for anatomy assessments: A multi‐institutional study

Drawbacks in the Implementation of an Integrated Medical Curriculum at Medical Schools and Their Potential Solutions

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