Matching medical student achievement to learning objectives and outcomes: a paradigm shift for an implemented teaching module

Abstract

IntroductionLow student achievement in a basic imaging module was the impetus for an assessment of the module.MethodsA valid, reliable, and structured Likert scale was designed to measure the degree of student satisfaction with the domains of the module, including learning objectives (LO), teaching strategy and tools (TT), assessment tools (AT), and allotted credit hours (CH). Further analysis was conducted of student dissatisfaction to determine the subdomain in which module improvement was to be implemented. Statistical analysis of data among Likert scale domains was conducted.ResultsLikert scale data showed the TT domain to be the major reason for low student achievement. Statistical studies revealed 57/117 students (48.6%) were dissatisfied with TT, compared with LO 16/117 (13.6%), AT 54/117 (46.1%), and CH 12/117 (10.2%). Significant P-values were obtained for LO vs TT (P<0.0001), LO vs AT (P<0.0001), LO vs CH (P<0.03), TT vs CH (P<0.0001), and AT vs CH (P<0.0001). No significant difference was observed between TT and AT (P<0.29). Regarding TT, 41/117 (34.9%) students were dissatisfied with lectures (L) compared to hospital-based teaching (HPT) 24/117 (20%), problem-based learning (PBL) 8/117 (6.8%), self-directed learning (SDL) 3/117 (2.5%), and seminars (S) 4/117 (3.4%). Significant P-values were obtained for L vs HPT (P<0.0001), L vs PBL (P<0.0001), L vs SDL (P<0.0001), L vs S (P<0.0001), HPT vs PBL (P<0.002), HPT vs SDL (P<0.0001), and HPT vs S (P<0.0001). Regarding lecture modifications, student satisfaction was 78.3% compared to 52% before modification. A significant P-value (P<0.0001) was obtained between Likert scale domains before and after modification. Lecture modification resulted in a good student response and satisfaction.ConclusionThe major reason for low student achievement was the teaching tools, particularly the lectures. Major modifications to lectures improved student achievement. The students and most of the teaching staff were highly satisfied with the modifications, which provided for reciprocal discussion and interaction. These results should encourage and guide other medical schools to investigate the points of weakness in their curriculum.

Study of comparative analysis Self-directed Learning and Problem Oriented Learning Sessions in Cardio- Respiratory Physiology.

“…Researchers also found that SDL can be effectively inculcated in the current curriculum if it is properly framed with desired outcomes at each stage or phase of the curriculum. [33] the new curriculum demands implementation of SDL sessions but there has to be a clari cation in framing the learning objectives, facilitator driven discussions with the learner, by dividing the students in smaller groups encouraging the group discussions by identifying the learning styles of the student. which need to be implemented in order to get the better results.…”

Drawbacks in the Implementation of an Integrated Medical Curriculum at Medical Schools and Their Potential Solutions

“…The questionnaire was composed of both qualitative and quantitative components. The qualitative items were scored on a Likert scale of one to five according to the level of satisfaction (11)(12)(13)(14). In the qualitative component, the respondents were required to write comments about various features of the integrated curriculum in terms of its strengths and limitations.…”

“…In response to some of the drawbacks that emerged through an investigative periodic curricular evaluation at different medical schools including Albaha School of Medicine (ABSM) (10)(11)(12)(13), an improvement action plan was created to provide a solution to these limitations. The first step is to identify the major issues that interfere with curriculum implementation especially in the newly integrated medical schools.…”

Role of interdisciplinary approach in teaching the subjects “Bioorganic and Biological Chemistry” and “Medical Biology”

“…• іnstruction -learning the subjects Bioorganic and Biological Chemistry and Medical Biology includes carrying out laboratory-practical works according to the instructions to every practical work with additional element of filling in tables, learning diagrams, supplementing figures and schemes with further writing down into a workbook, that in its turn, trains students to plan their work and organize self-testing of their work, analysis and drawing conclusions [11].…”