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Student feedback about the integrated curriculum in a Caribbean medical school

PURPOSE: Xavier University School of Medicine adopted an integrated, organ system-based curriculum in January 2013. The present study was aimed at determining students’ perceptions of the integrated curriculum and related assessment methods. METHODS: The study was conducted on first- to fourth-semes...

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Autores principales: Shankar, P. Ravi, Balasubramanium, Ramanan, Dwivedi, Neelam R., Nuguri, Vivek
Formato: Online Artículo Texto
Lenguaje:English
Publicado: National Health Personnel Licensing Examination Board of the Republic of Korea 2014
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4309931/
https://www.ncbi.nlm.nih.gov/pubmed/25270090
http://dx.doi.org/10.3352/jeehp.2014.11.23
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author Shankar, P. Ravi
Balasubramanium, Ramanan
Dwivedi, Neelam R.
Nuguri, Vivek
author_facet Shankar, P. Ravi
Balasubramanium, Ramanan
Dwivedi, Neelam R.
Nuguri, Vivek
author_sort Shankar, P. Ravi
collection PubMed
description PURPOSE: Xavier University School of Medicine adopted an integrated, organ system-based curriculum in January 2013. The present study was aimed at determining students’ perceptions of the integrated curriculum and related assessment methods. METHODS: The study was conducted on first- to fourth-semester undergraduate medical students during March 2014. The students were informed of the study and subsequently invited to participate. Focus group discussions were conducted. The curriculum’s level of integration, different courses offered, teaching-learning methods employed, and the advantages and concerns relating to the curriculum were noted. The respondents also provided feedback about the assessment methods used. Deductive content analysis was used to analyze the data. RESULTS: Twenty-two of the 68 students (32.2%) participated in the study. The respondents expressed generally positive opinions. They felt that the curriculum prepared them well for licensing examinations and future practice. Problem-based learning sessions encouraged active learning and group work among students, thus, improving their understanding of the course material. The respondents felt that certain subjects were allocated a larger proportion of time during the sessions, as well as more questions during the integrated assessment. They also expressed an appreciation for medical humanities, and felt that sessions on the appraisal of literature needed modification. Their opinions about assessment of behavior, attitudes, and professionalism varied. CONCLUSION: Student opinion was positive, overall. Our findings would be of interest to other medical schools that have recently adopted an integrated curriculum or are in the process of doing so.
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spelling pubmed-43099312015-02-03 Student feedback about the integrated curriculum in a Caribbean medical school Shankar, P. Ravi Balasubramanium, Ramanan Dwivedi, Neelam R. Nuguri, Vivek J Educ Eval Health Prof Research Article PURPOSE: Xavier University School of Medicine adopted an integrated, organ system-based curriculum in January 2013. The present study was aimed at determining students’ perceptions of the integrated curriculum and related assessment methods. METHODS: The study was conducted on first- to fourth-semester undergraduate medical students during March 2014. The students were informed of the study and subsequently invited to participate. Focus group discussions were conducted. The curriculum’s level of integration, different courses offered, teaching-learning methods employed, and the advantages and concerns relating to the curriculum were noted. The respondents also provided feedback about the assessment methods used. Deductive content analysis was used to analyze the data. RESULTS: Twenty-two of the 68 students (32.2%) participated in the study. The respondents expressed generally positive opinions. They felt that the curriculum prepared them well for licensing examinations and future practice. Problem-based learning sessions encouraged active learning and group work among students, thus, improving their understanding of the course material. The respondents felt that certain subjects were allocated a larger proportion of time during the sessions, as well as more questions during the integrated assessment. They also expressed an appreciation for medical humanities, and felt that sessions on the appraisal of literature needed modification. Their opinions about assessment of behavior, attitudes, and professionalism varied. CONCLUSION: Student opinion was positive, overall. Our findings would be of interest to other medical schools that have recently adopted an integrated curriculum or are in the process of doing so. National Health Personnel Licensing Examination Board of the Republic of Korea 2014-09-30 /pmc/articles/PMC4309931/ /pubmed/25270090 http://dx.doi.org/10.3352/jeehp.2014.11.23 Text en © 2014, National Health Personnel Licensing Examination Board of the Republic of Korea This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Research Article
Shankar, P. Ravi
Balasubramanium, Ramanan
Dwivedi, Neelam R.
Nuguri, Vivek
Student feedback about the integrated curriculum in a Caribbean medical school
title Student feedback about the integrated curriculum in a Caribbean medical school
title_full Student feedback about the integrated curriculum in a Caribbean medical school
title_fullStr Student feedback about the integrated curriculum in a Caribbean medical school
title_full_unstemmed Student feedback about the integrated curriculum in a Caribbean medical school
title_short Student feedback about the integrated curriculum in a Caribbean medical school
title_sort student feedback about the integrated curriculum in a caribbean medical school
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4309931/
https://www.ncbi.nlm.nih.gov/pubmed/25270090
http://dx.doi.org/10.3352/jeehp.2014.11.23
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