The possible contribution of student drawings to evaluation in a new problem-based learning medical programme: a pilot study.

Full Abstract

OBJECTIVE:
In January 2001, the Nelson R. Mandela School of Medicine in Durban, South Africa implemented Year 1 of a problem-based learning (PBL) curriculum. In attempting to comprehensively evaluate the first year, every aspect was investigated. Problem-based learning requires that, in addition to skills competency and knowledge acquisition, students undergo personal development on their journey towards becoming reflective professionals. Suitable methods of evaluation are therefore necessary to measure some of the new objectives. This discussion appraises the possible use of student drawings as a qualitative evaluation tool.

METHODS:
At the end of the first academic year, students were asked to reflect on their experiences during the year by drawing (with brief explanations) how they saw themselves at the beginning (retrospective) and then at the end of the year. Drawings were interpreted in terms of reference to the new programme, and were categorised as disparaging, ambivalent or affirming.

RESULTS:
The results far exceeded expectations, providing a rich data source regarding student perceptions of their experiences in their first year. In response to the drawings, immediate remedial action was taken:
for example, continuous assessment was introduced for the objective structured clinical examination (OSCE) and orientation was extended to 3 weeks to provide students with a better understanding of the PBL process.

CONCLUSIONS:
From this pilot study, there can be no doubt that student drawings can give us valuable insight into the world of the learner, providing us with information that cannot be gleaned from any other evaluation. We will continue to use drawings formatively, perhaps extending their use into portfolios.

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Author information

Author/s: McLean, Michelle (M); Henson, Quanta (Q); Hiles, Linda (L);

Affiliation: Department of Physiology, Nelson R. Mandela School of Medicine, University of Natal, Durban, South Africa. mcleanm(-atsign-)nu.ac.za

Journal and publication information

Publication Type: Journal Article; Research Support, Non-U.S. Gov't

Journal: Medical education (Med Educ), published in England. (Language: eng)

Reference: 2003-Oct; vol 37 (issue 10) : pp 895-906

Dates: Created 2003/09/16; Completed 2003/10/21; Revised 2006/11/15;

PMID: 12974845, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Attitude of Health Personnel
Curriculum
Education, Medical, Undergraduate - methods
Humans
Models, Educational

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