The students' voice: Strengths and weaknesses of an undergraduate medical curriculum in a developing country, a qualitative study

Abstract

BackgroundIn medical education, feedback from students' is essential in course evaluation and development. Students at Faculty of Medicine, University of Colombo, Sri Lanka complete a five year medical curriculum comprising of five different streams. We aimed to evaluate the five year medical curriculum at the Faculty of Medicine, University of Colombo, Sri Lanka.MethodsA qualitative research was conducted among recent graduates of the faculty. Students' opinions on strengths and weaknesses of the curriculum were collected via questionnaires, which were analysed and classified into common themes. A focus group discussion (FGD) based on these themes was conducted among two student groups, each comprising of a facilitator, two observers and nine students selected as a representative sample from questionnaire respondents. FGDs were conducted using a semi-structured set of open-ended questions to guide participants and maintain consistency between groups. The FGD evaluated the reasons behind students' perceptions, attitudes, emotions and perceived solution. Verbal and non-verbal responses were transcribed and analysed.ResultsQuestionnaire response rate was 82% (153/186). Students highlighted 68 and 135 different responses on strengths and weaknesses respectively. After analysis of both questionnaire and FGD results the following themes emerged: a well organized module system, increased frequency of assessments, a good variety in clinical appointments, lack of specific objectives and assessments at clinical appointments, community and behavioural sciences streams beneficial but too much time allocation, lengthy duration of course, inadequate knowledge provided on pharmacology and pathology.ConclusionWe demonstrate how a brief qualitative method could be efficiently used to evaluate a curriculum spanning a considerable length of time. This method provided an insight into the students' attitudes and perceptions of the present faculty curriculum. Qualitative feedback from students highlighted certain key areas that need attention and also possible solutions as perceived by the students'.

Students' perspectives about the medical humanities curriculum at the Catholic University of Korea

“…20 Medical students are viewed as a reliable and valid source of information in curriculum evaluation because they observe teaching and participate in classes. 21 We conducted FGIs to obtain qualitative feedback from students about the OMNIBUS curriculum, which was implemented over a span of four years. FGIs have been shown to be an appropriate method for course evaluation, for understanding what students learn in relation to the curriculum, what values they develop in relation to the curriculum, and what specific problems they think should be addressed to improve the curriculum.…”

Avaliação da qualidade/satisfação do aprendizado de discentes em disciplina prática do curso de fonoaudiologia

“…Nesse sentido, a avaliação pode ser utilizada como instrumento para promover o levantamento dos aspectos positivos e negativos de uma ação, buscando a qualidade na educação (9,(11)(12)(13) . A avaliação curricular pode ser definida como um processo sistemático e contínuo de coleta de dados sobre os elementos do currículo, seguida de análise e interpretação desses dados 9,13,14 .…”

“…Nesse sentido, a avaliação pode ser utilizada como instrumento para promover o levantamento dos aspectos positivos e negativos de uma ação, buscando a qualidade na educação (9,(11)(12)(13) . A avaliação curricular pode ser definida como um processo sistemático e contínuo de coleta de dados sobre os elementos do currículo, seguida de análise e interpretação desses dados 9,13,14 . Deve ser considerada parte essencial no processo educacional e deve ter como foco a garantia da qualidade, fornecendo evidências de como está sendo o aprendizado, se os objetivos estão sendo alcançados e se os padrões de ensino estão sendo mantidos 13,15 .…”

“…A avaliação curricular pode ser definida como um processo sistemático e contínuo de coleta de dados sobre os elementos do currículo, seguida de análise e interpretação desses dados 9,13,14 . Deve ser considerada parte essencial no processo educacional e deve ter como foco a garantia da qualidade, fornecendo evidências de como está sendo o aprendizado, se os objetivos estão sendo alcançados e se os padrões de ensino estão sendo mantidos 13,15 . A prática fonoaudiológica envolve diferentes áreas de atuação 16,17 , entre elas a Fonoaudiologia Educacional, na qual se transferiu o foco da prática clínica para ações de promoção e prevenção da saú-de.…”

Qualitative Analysis of the Perception and Acceptability of Pathogen Transport among Housewives Using Focus Group Interviews

“…FGI has been a very popular research tool for studying marketing or business trends for more than 30 years. The FGI is an informal discussion undertaken by a group of 6-12 individuals who are selected for a specified topic in relation to a specific situation; it helps in inducing emotions and revealing the attitudes and values of the interviewees (3)(4)(5). The FGI can explain the behavior and motivation of the group as well as improve or change their opinion regarding a specified topic (6).…”