Simon Watmough1, M Gemma Cherry, Helen O'sullivan. 1. Centre for Excellence in Developing Professionalism, School of Medical Education, University of Liverpool, Liverpool, UK. efcsw@liverpool.ac.uk
Abstract
BACKGROUND: In 1996, the University of Liverpool reformed its medical course from a traditional lecture-based programme to an integrated, community based PBL curriculum based on the recommendations in Tomorrow's Doctors (General Medical Council, 1993). AIM: A project has been underway since 2000 to evaluate this change. METHODS: This article will summarize questionnaires which were distributed to the final two cohorts to graduate from the traditional curriculum with the first two cohorts to graduate from the reformed curriculum 6 years after graduation. The questionnaires asked the graduates about their preparation for the key skills required to work as doctors. RESULTS: There were significant differences between reformed and traditional curriculum graduates on nearly all the questionnaire variables. Reformed curriculum graduates felt significantly better prepared for undertaking practical procedures, working in a team, understanding evidence-based medicine. The traditional graduates felt better prepared in variables relating to basic sciences such as understanding disease processes. CONCLUSION: Reforming the curriculum can change the way graduates from the same medical school view their undergraduate education.
BACKGROUND: In 1996, the University of Liverpool reformed its medical course from a traditional lecture-based programme to an integrated, community based PBL curriculum based on the recommendations in Tomorrow's Doctors (General Medical Council, 1993). AIM: A project has been underway since 2000 to evaluate this change. METHODS: This article will summarize questionnaires which were distributed to the final two cohorts to graduate from the traditional curriculum with the first two cohorts to graduate from the reformed curriculum 6 years after graduation. The questionnaires asked the graduates about their preparation for the key skills required to work as doctors. RESULTS: There were significant differences between reformed and traditional curriculum graduates on nearly all the questionnaire variables. Reformed curriculum graduates felt significantly better prepared for undertaking practical procedures, working in a team, understanding evidence-based medicine. The traditional graduates felt better prepared in variables relating to basic sciences such as understanding disease processes. CONCLUSION: Reforming the curriculum can change the way graduates from the same medical school view their undergraduate education.
Authors: Marjo Wijnen-Meijer; Olle Ten Cate; Marieke van der Schaaf; Chantalle Burgers; Jan Borleffs; Sigrid Harendza Journal: BMC Med Educ Date: 2015-12-21 Impact factor: 2.463