Academic medicine : journal of the Association of American Medical Colleges · 2007
Two perspectives on the effects of a curriculum change: student experience and the United States medical licensing examination, step 1.
СтатьяНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Wilkerson LuAnn, Wimmers Paul, Doyle Lawrence H, Uijtdehaage Sebastian
Аннотация
BACKGROUND: Students' perceptions of curricular experience and study effort were compared for a traditional and a new integrative, interdisciplinary curriculum at a single institution. United States Medical Licensing Exam (USMLE) Step 1 scores were examined for subgroup interactions.
METHOD: Medical students from four cohorts completed an educational goals survey and USMLE Step 1. Analysis included subgroup performance based on admissions data.
RESULTS: Students rated the new curriculum as more helpful in achieving educational goals. USMLE Step 1 was significantly higher for students in the lowest quartile of MCAT scores in the new compared with the previous curriculum.
CONCLUSIONS: To understand the outcomes of a large-scale curricular intervention, interactions of curriculum and aptitude should be examined.
METHOD: Medical students from four cohorts completed an educational goals survey and USMLE Step 1. Analysis included subgroup performance based on admissions data.
RESULTS: Students rated the new curriculum as more helpful in achieving educational goals. USMLE Step 1 was significantly higher for students in the lowest quartile of MCAT scores in the new compared with the previous curriculum.
CONCLUSIONS: To understand the outcomes of a large-scale curricular intervention, interactions of curriculum and aptitude should be examined.