BACKGROUND: Seven years after implementing a new curriculum an evaluation was performed to explore possibilities for improvements. PURPOSES: To analyze students' study habits in relation to exam frequency and to evaluate effectiveness of instruction. METHODS: Time spent on self study (TSS) and the quantity of instruction (QI) was assessed during the internal medicine and the surgical semester. Students and faculty members were asked about study habits and their evaluation of the current curriculum. RESULTS: The TSS/QI ratio as a measure of effectiveness of instruction ranges mainly below 1.0 and rises only prior to exams. Students and teachers prefer to have multiple smaller exams over the course of the semester. Furthermore, students wish to have more time for self-guided study. CONCLUSIONS: The TSS/QI ratio is predominantly below the aspired value of 1.0. Furthermore, the TSS/QI ratio is positively related to test frequency. We therefore propose a reduction of compulsory lessons and an increase in test frequency.
BACKGROUND: Seven years after implementing a new curriculum an evaluation was performed to explore possibilities for improvements. PURPOSES: To analyze students' study habits in relation to exam frequency and to evaluate effectiveness of instruction. METHODS: Time spent on self study (TSS) and the quantity of instruction (QI) was assessed during the internal medicine and the surgical semester. Students and faculty members were asked about study habits and their evaluation of the current curriculum. RESULTS: The TSS/QI ratio as a measure of effectiveness of instruction ranges mainly below 1.0 and rises only prior to exams. Students and teachers prefer to have multiple smaller exams over the course of the semester. Furthermore, students wish to have more time for self-guided study. CONCLUSIONS: The TSS/QI ratio is predominantly below the aspired value of 1.0. Furthermore, the TSS/QI ratio is positively related to test frequency. We therefore propose a reduction of compulsory lessons and an increase in test frequency.
Authors: Astrid J S F Visschers-Pleijers; Diana H J M Dolmans; Ineke H A P Wolfhagen; Cees P M Van Der Vleuten Journal: Med Teach Date: 2004-08 Impact factor: 3.650