Research article summary:

Faculty opinions about a revised pre-clinical curriculum.

Abstract Extract:
INTRODUCTION: Medical schools having innovative curricula have been encouraged to ascertain the levels of satisfaction of faculty members with the curriculum. Faculty at schools that employ problem-based learning (PBL) have been shown to have positive ... (Full abstract text below)

Published 2002Mar in Journal: Med Educ (Language : eng)

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1. Med Educ. 2002 Mar;36(3):299-302

Faculty opinions about a revised pre-clinical curriculum.

Tavanaiepour D, Schwartz PL, Loten EG

Pathology Department, University of Otago Medical School, Dunedin, New Zealand. peter.schwartz@stonebow.otago.ac.nz

INTRODUCTION: Medical schools having innovative curricula have been encouraged to ascertain the levels of satisfaction of faculty members with the curriculum. Faculty at schools that employ problem-based learning (PBL) have been shown to have positive perceptions, but not all schools are in a position to adopt PBL on a large scale. This study sought to determine faculty members' opinions about a new curriculum that is less ambitious than one utilizing true PBL. CONTEXT AND SETTING: Since 1997, the University of Otago Medical School (Dunedin, New Zealand) has had an integrated, modular pre-clinical curriculum that emphasizes clinical relevance. It has proved popular with students. This study focused on faculty members' impressions. METHODS: We surveyed faculty members' opinions with a questionnaire identical to one used in studies at PBL schools. Faculty compared the students and their own levels of satisfaction in the old and new curricula on 7 to 10 items. The overall response rate was 85.4% (152 of 178). RESULTS: Perceptions of the new curriculum were positive among teachers who taught during the pre-clinical years and those who taught the students only after they reached the clinical years. Results for individual questions were in the same direction and generally similar in magnitude to those reported on identical items for PBL. CONCLUSION: We conclude that a hybrid curriculum that is more acceptable to many traditional teachers and students than is PBL has almost as great a positive effect on faculty members' perceptions of students' abilities and of the curriculum as does PBL.

PMID : 11879523 [PubMed - Indexed for MEDLINE]

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Full Author Information

First Name	LastName	Initials
Daryoush	Tavanaiepour	D
Peter L	Schwartz	PL
Ernest G	Loten	EG

Affiliation: Pathology Department, University of Otago Medical School, Dunedin, New Zealand. peter.schwartz@stonebow.otago.ac.nz

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Category links from this article:

Attitude
Curriculum
Education, Medical - methods, standards
Faculty, Medical
Humans
New Zealand
Problem-Based Learning

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