The first batch of graduates of a new medical curriculum in Asia: how their teachers see them

Lam, Tai Pong; Khoo, Ui‐Soon; Chan, Ying-Shing; Cheng, Yeung Hung; Lam, KF

doi:10.1111/j.1365-2929.2004.01910.x

Cited by 12 publications

(10 citation statements)

References 15 publications

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“…We found that the mean total DREEM score of our faculty (139 /200) was lower than that (144/200) previously reported [7]. The positive response observed by us is similar to studies which show teachers’ views on integrated; problem-based medical curricula to be positive [8]. The positive response by FIC to the student centered curriculum, which emphasizes long term learning and problem solving skills, are reflected in the higher mean scores in the domains Students' Perceptions of Learning and Students' Academic Self-Perceptions .…”

Section: Discussionsupporting

confidence: 79%

“…The traditional medical curriculum has been deemed to be overloaded with information and previous studies and meta-analytical reviews have shown PBL based curriculum associated with less factual knowledge [8]. However in our study, scores of statements associated with importance to factual learning, inability to memorize, appropriateness of the timetable of the school, stress of studying medicine and weariness of students may indicate that the teachers still perceive a curriculum overload.…”

Section: Discussioncontrasting

confidence: 61%

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Does curricular change improve faculty perceptions of student experiences with the educational environment? A preliminary study in an institution undergoing curricular change

Shehnaz

Sreedharan²,

Gomathi

2014

J Educ Eval Health Prof

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Purpose:College of Medicine, Gulf Medical University, United Arab Emirates, underwent a major curriculum change from a discipline-based to an organ system-based integrated curriculum. However, it was not known how the faculty perceived the changes in the educational environment as experienced by the students. In this context, we aimed to compare the faculty perceptions of the student experiences in the discipline-based curriculum with those in the organ system-based integrated curriculum. Methods:The Dundee Ready Education Environment Measure (DREEM) questionnaire was modified to assess faculty perceptions of the student experiences, pilot-tested, and administered to all faculty members (n=28) involved in the discipline-based curriculum (FDC) in January 2009. In the subsequent year, data were collected from the same faculty involved in the new integrated curriculum (FIC). Collected data were transferred to Predictive Analytics Software version 18. Total, domain, and individual statement scores were assessed with the Wilcoxon signed rank test. Percentage agreement, disagreement, and uncertainty were assessed by the McNemar’s test for proportion.Results:The mean total DREEM score was significantly higher (P<0.001) for FIC (139/200) as compared to FDC (119/200). The FIC perceived significantly more positive student experiences with the educational environment as indicated by the domain scores and statement scores. The differences in proportions of agreement between FIC and FDC also reinforced that the FIC perceived more positive student experiences with the educational environment.Conclusion:The study showed that the faculty perceived the organ system-based integrated curriculum as providing a better educational environment for the students than the discipline based curriculum.

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Section: Discussionsupporting

confidence: 79%

Section: Discussioncontrasting

confidence: 61%

Does curricular change improve faculty perceptions of student experiences with the educational environment? A preliminary study in an institution undergoing curricular change

Shehnaz

Sreedharan²,

Gomathi

2014

J Educ Eval Health Prof

View full text Add to dashboard Cite

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“…Developing palliative care for end-stage diseases has also attracted the attention of Hong Kong researchers [59]. Both Mainland China and Hong Kong attach importance to medical education, as observed in the new medical curriculum evaluation [60], evidence-based medicine practice, barriers identification and teaching/learning assessment [61, 62]. …”

Section: Resultsmentioning

confidence: 99%

International publication trends and collaboration performance of China in healthcare science and services research

Chen

Yao

Sun

et al. 2016

Isr J Health Policy Res

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BackgroundIn recent years, China’s healthcare reforms and related studies have drawn particular global attention. The main objective of this study is to evaluate quantitatively the publication trends and collaboration performance of China in healthcare science and services (HSS) research.MethodsScientometric methods and visualization technology were used to survey the growth and development trends of HSS research based on the Web of Science publications during the past 15 years.ResultsChina’s international publications on HSS research increased rapidly compared to those of the global HSS and Chinese scientific studies. Growth trends indicate that collaboration among countries, institutions and authors has also increased. China’s leading partners were all developed countries, such as the US, the UK, Australia and Canada, which have contributed to the majority of the joint publications. The academic impact of publications involving partners from European and American countries was relatively higher than those involving partners from Asian countries. Prominent institutions were universities that could be primarily classified into two groups, namely, Mainland China on the one hand and Hong Kong universities and foreign universities on the other. The most prominent actors were elite institutions, such as Peking University, Fudan University, Chinese University of Hong Kong, University of Hong Kong. The papers published by the Chinese Ministry of Health had relatively high academic impact, whereas those published by Mainland China universities alone had a lower academic impact compared to foreign cooperation papers. Issues related to the Chinese healthcare reform, priority diseases (e.g., breast cancer, HIV/AIDS, tuberculosis, etc.), health systems performance, quality of life and measurement tools, aging problems and research methods have been the most popular HSS topics in China in recent years.ConclusionsDespite the extensive achievement of the Chinese HSS reforms and research, gaps and challenges remain to be addressed, including those related to health insurance and the effects of the evaluation of essential medicine systems, human resources training and allocation in the health sector, government hospitals reforms and health services systems remodeling. These findings could help scholars and decision-makers understand the current status and likely future trends of the Chinese HSS research, and help them select the most appropriate collaboration partners and policies.

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“…Nearly 62% of respondents felt that better graduates were being produced with the new curriculum. The majority of them rated the new curriculum students better in nearly all of the major goals of the new curriculum, including self-directed learning initiative, problem solving skills, interpersonal skills and clinical performance in patient care (Lam et al 2004). One advantage of our implementing the two-step programme in a subset of students at one institution is that the co-existenceof the two-step programme and a traditional programme in one institution facilitates comparisons.…”

Section: Discussionmentioning

confidence: 99%

A programme of accelerated medical education in Taiwan

Chu

Weed

et al. 2009

Medical Teacher

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Background: Graduates of the 7-year undergraduate medical curriculum in Taiwan are often deficient in clinical skills. Aims: To implement and assess a programme of accelerated clinical education. Method: The Department of Primary Care Medicine at the National Taiwan University College of Medicine implemented a programme shortening the undergraduate clinical curriculum from 3 to 2 years and giving students more clinical responsibility. Students were prepared for clinical rotations with a 1-month clinical skills course. Core clinical rotations were redesigned to be more participatory. The programme included 1 year of a postgraduate, rotating residency. Self-selected students with adequate grades, recommendations and performance on an interview participated in the programme. None of them dropped out. Results: Compared with their traditionally instructed cohorts, graduates of the accelerated programme ($10% of each class) were more likely to pass national boards (100% versus 80-97%) and were rated as more proficient on 9 of the 10 different clinical performance parameters (p < 0.01 by sign test). Sixty-nine percent reported being satisfied or very satisfied with the programme. Conclusion: A pilot programme of accelerated medical education at National Taiwan University that included clinical skills instruction, mentor-style classes and active learning techniques resulted in satisfactory outcomes for the students selected for the programme.

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The first batch of graduates of a new medical curriculum in Asia: how their teachers see them

Abstract: This study focused on the first complete cycle of a revised medical curriculum in Asia. Teachers' views of the new curriculum students were highly positive and they felt that better graduates were being produced.

Cited by 12 publications

References 15 publications

Does curricular change improve faculty perceptions of student experiences with the educational environment? A preliminary study in an institution undergoing curricular change

Does curricular change improve faculty perceptions of student experiences with the educational environment? A preliminary study in an institution undergoing curricular change

International publication trends and collaboration performance of China in healthcare science and services research

A programme of accelerated medical education in Taiwan

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