TITLE

Transition from Longitudinal to Block Structure of Preclinical Courses: Outcomes and Experiences

AUTHOR(S)
Marinović, Darko; Hren, Darko; Sambunjak, Dario; Ra0161;ić, Ivan; Škegro, Ivan; Marušić, Ana; Maru0161;ić, Matko
PUB. DATE
October 2009
SOURCE
Croatian Medical Journal;Oct2009, Vol. 50 Issue 5, p492
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Aim To evaluate the transition from a longitudinal to block/modular structure of preclinical courses in a medical school adapting to the process of higher education harmonization in Europe. Methods Average grades and the exam pass rates were compared for 11 preclinical courses before and after the transition from the longitudinal (academic years 1999/2000 to 2001/2002) to block/modular curriculum (academic years 2002/2003 to 2004/2005) at Zagreb University School of Medicine, Croatia. Attitudes of teachers toward the 2 curriculum structures were assessed by a semantic differential scale, and the experiences during the transition were explored in focus groups of students and teachers. Results With the introduction of the block/modular curriculum, average grades mostly increased, except in 3 major courses: Anatomy, Physiology, and Pathology. The proportion of students who passed the exams at first attempt decreased in most courses, but the proportion of students who successfully passed the exam by the end of the summer exam period increased. Teachers generally had more positive attitudes toward the longitudinal (median [C]±intequartile range [Q], 24 ± 16) than block/modular curriculum (C±Q, 38 ± 26) (P = 0.001, Wilcoxon signed rank test). The qualitative inquiry indicated that the dissatisfaction of students and teachers with the block/modular preclinical curriculum was caused by perceived hasty introduction of the reform under pressure and without much adaptation of the teaching program and materials, which reflected negatively on the learning processes and outcomes. Conclusion Any significant alteration in the temporal structure of preclinical courses should be paralleled by a change in the content and teaching methodology, and carefully planned and executed in order to achieve better academic outcomes.
ACCESSION #
45083571

 

Related Articles

  • Constructing the Discipline of HumanisticMedicine on Mainland China. Jiang, Baisheng; Liu, Hong // Chinese Education & Society;May/Jun2014, Vol. 47 Issue 3, p70 

    Humanistic medicine, as an interdisciplinary science, synthesizes knowledge concerning medical philosophy, medical ethics, medical law, medical history, medical sociology, medical logic, and doctor-patient communication. On Mainland China, increasing attention is being paid to humanistic...

  • DIET: CRANKS & QUACKS. Rickenbacker, William F. // National Review;11/16/1984, Vol. 36 Issue 22, p48 

    The article comments on issues related to the state of nutritional education in the U.S. Number of medical schools offering a course in nutrition is minimal. Also the medical schools offering it have started this course very recently. However, veterinary medicine schools has taken up teaching...

  • UK medical teaching about ageing is improving but there is still work to be done: the Second National Survey of Undergraduate Teaching in Ageing and Geriatric Medicine. Gordon, Adam Lee; Blundell, Adrian; Dhesi, Jugdeep K.; Forrester-Paton, Calum; Forrester-Paton, Jayne; Mitchell, Hannah K.; Bracewell, Nicola; Mjojo, Jocelyn; Masud, Tahir; Gladman, John R. F. // Age & Ageing;Mar2014, Vol. 43 Issue 2, p293 

    Introduction: in 2008, a UK national survey of undergraduate teaching about ageing and geriatric medicine identified deficiencies, including failure to adequately teach about elder abuse, pressure ulcers and bio- and social gerontology. We repeated the survey in 2013 to consider whether the...

  • Undergraduate occupational medicine tuition in UK schools of medicine. Williams, N.; Wynn, P. A.; Whitaker, S. // Occupational Medicine;May2011, Vol. 61 Issue 3, p152 

    Aims To assess any recent change in the quantity of teaching of occupational medicine (OM) in UK undergraduate medical curricula, and to compare these results with those obtained in previous years.Methods A questionnaire survey designed to capture information on the teaching of OM to...

  • Keeping Up with Survivors: Education Across the Spectrum of Cancer. Potter, Jennifer; Johnston, Katherine // JGIM: Journal of General Internal Medicine;Nov2009 Supplement 2, Vol. 24, p501 

    The article presents the authors' views on the need of a cancer education curriculum in medical schools in the U.S. Due to the increase in the number of cancer survivors in the U.S., the authors suggest improvement in cancer education in the medical schools in the nation. The authors opine that...

  • Round up.  // Education for Primary Care;Jul2005, Vol. 16 Issue 4, p490 

    Introduces a paper by Simon Watmough and colleagues that discusses some of the issues that need to be addressed in setting up second Foundation year posts in general practice in Great Britain. Examination of whether pre-registration house officer (PRHOs) who went through the revised...

  • Writing, Self-Reflection, and Medical School Performance: The Human Context of Health Care. Stephens, Mark B.; Reamy, Brian V.; Anderson, Denise; Olsen, Cara; Hemmer, Paul A.; Durning, Steven J.; Auster, Simon // Military Medicine;Sep2012 Supplement, p26 

    Introduction: Finding ways to improve communication and self-reflection skills is an important element of medical education and continuing professional development. This study examines the relationship between self-reflection and educational outcomes. Methods: We correlate performance in a...

  • Assessment of a Complementary Curricular Strategy for Training South African Physicians in a Cuban Medical University. Quintana, Frank; Sarasa, Nélida L.; Cañizares, Oscar; Huguet, Yayly // MEDICC Review;Jul2012, Vol. 14 Issue 3, p19 

    INTRODUCTION One reason given by the South African government for establishing a physician training agreement with Cuba is that the ethical, humanistic and solidarity principles promoted in Cuban medical education are difficult to acquire in other settings. However, Cuba's general medical...

  • Early Educational Opportunities at the John A. Burns School of Medicine: The MD 5 Curricular Unit. Fong, Sheri F. T.; Horio, David T.; Sakai, Damon H. // Hawaii Journal of Medicine & Public Health;Dec2012, Vol. 71 Issue 12, p359 

    This article discusses the MD 5 Curricular Unit at the John A. Burns School of Medicine of the University of Hawai'i in Honolulu. The unit was created in 2008 and composed of two four-week curricular blocks with variable contact hours per week. Under the curriculum, student can accept research...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics