Peter L Schwartz1, Ernest G Loten. 1. Department of Pathology, University of Otago Medical School, P.O. Box 913, Dunedin, New Zealand. peter.schwartz@stonebow.otago.ac.nz
Abstract
BACKGROUND: A modular, systems-based preclinical curriculum acceptable to faculty members who had rejected problem-based learning was introduced in 1997. PURPOSE: To evaluate to what extent the new curriculum is meeting some of its major goals. METHODS: We administered selected scales from 3 survey instruments to the last 2 classes in the old curriculum and the first 3 in the new curriculum. We also compared our results with those from other medical schools that had used the same scales. RESULTS: The new curriculum has had positive effects on students' perceptions of the learning environment (effect sizes mostly small to medium, d = .03 to .60) but less effect on their attitudes to social issues in medicine or on their preference for conceptualization versus memorization when studying (most effect sizes below small; largest d = .026). Our results are similar to those for problem-based learning curricula for the learning environment scales and to traditional curricula for the cognitive behavior scales. CONCLUSIONS: Some of the goals for the new curriculum are being achieved almost to the levels reported for problem-based curricula.
BACKGROUND: A modular, systems-based preclinical curriculum acceptable to faculty members who had rejected problem-based learning was introduced in 1997. PURPOSE: To evaluate to what extent the new curriculum is meeting some of its major goals. METHODS: We administered selected scales from 3 survey instruments to the last 2 classes in the old curriculum and the first 3 in the new curriculum. We also compared our results with those from other medical schools that had used the same scales. RESULTS: The new curriculum has had positive effects on students' perceptions of the learning environment (effect sizes mostly small to medium, d = .03 to .60) but less effect on their attitudes to social issues in medicine or on their preference for conceptualization versus memorization when studying (most effect sizes below small; largest d = .026). Our results are similar to those for problem-based learning curricula for the learning environment scales and to traditional curricula for the cognitive behavior scales. CONCLUSIONS: Some of the goals for the new curriculum are being achieved almost to the levels reported for problem-based curricula.