하버드 의과대학생들에 대한 New Pathway Curriculum의 영향

하버드 의과대학생들에 대한 New Pathway Curriculum의 영향

The Influence of the New Pathway Curriculum on Harvard Medical Students

GORDON T. MOORE. MD. MPH. SUSAN D. BLOCK. MD. CAROLYN BRIGGS STYLE. PhD. and

RUDOLPH MITCHELL. EdD

배경 BACKGROUND:

급진적으로 재설계된 임상실습 전 학생(preclinical students)들의 교육과정의 효과를 평가하기 위한 연구

This study evaluated the effect of a radically redesigned curriculum at Harvard Medical School on preclinical students' knowledge, skills, personal characteristics, approaches to learning, and educational experiences.

방법 METHOD:

1989년과 1990년에 입학한 학생들 중 new curriculum에 배정되기를 지원한 121명의 학생들로부터 자료를 수집하였다. 학생들은 NPC와 TC 가운데 무작위로 배정되었다.

Multiple measures were used to collect data from 121 students from the entering classes of 1989 and 1990 who had been randomly assigned to the New Pathway or traditional curricula; all had applied to be in the new curriculum.

결과 RESULTS:

• The New Pathway students reported that they learned in a more reflective manner and memorized less than their control counterparts in the traditional curriculum during the preclinical years. 
• The New Pathway group preferred active learning and demonstrated greater psychosocial knowledge, better relational skills, and more humanistic attitudes. 
• They felt more challenged, had closer relationships with faculty, and were somewhat more anxious than those in the traditional program. 
• There was no difference in problem-solving skills or biomedical knowledge base.

Qualitative data from semistructured interviews at the end of the second year indicated that the NP students felt more responsible for their own educational experiences. They were also more anxious and frustrated than their control colleagues, particularly over intratutorial conflicts and what and how much to study. This finding was confirmed in questionnaires administered near graduation that asked students retrospectively to choose key words that described their preclinical curricula. “Stressful, engaging, and difficult" were descriptors cited statistically more frequently (using the chi-square statistic, p < .05, n :=: 52) by the NP students as opposed to “nonrelevant, passive, and boring" by the controls. The same instrument showed that the NP students were more than three times as likely as the controls to cite a close relationship with faculty members during their preclinical years.

결론 CONCLUSION:

Students in the new curriculum learned differently, acquired distinctive knowledge, skills, and attitudes, and underwent a more satisfying and challenging preclinical medical school experience without loss of biomedical competence. These findings should encourage other schools to consider such a curriculum.

NBME Part I score 점수비교

Psychosocial Skills 비교

학습유형과 학습환경에 대한 비교

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Acad Med. 1994 Dec;69(12):983-9.

The influence of the New Pathway curriculum on Harvard medical students.

Moore GT1, Block SD, Style CB, Mitchell R.

Author information

Abstract

BACKGROUND:

This study evaluated the effect of a radically redesigned curriculum at Harvard Medical School on preclinical students' knowledge, skills, personal characteristics, approaches to learning, and educational experiences.

METHOD:

Multiple measures were used to collect data from 121 students from the entering classes of 1989 and 1990 who had been randomly assigned to the New Pathway or traditional curricula; all had applied to be in the new curriculum.

RESULTS:

The New Pathway students reported that they learned in a more reflective manner and memorized less than their control counterparts in the traditional curriculum during the preclinical years. The New Pathway group preferred active learning and demonstrated greater psychosocial knowledge, better relational skills, and more humanistic attitudes. They felt more challenged, had closer relationships with faculty, and were somewhat more anxious than those in the traditional program. There was no difference in problem-solving skills or biomedical knowledge base.

CONCLUSION:

Students in the new curriculum learned differently, acquired distinctive knowledge, skills, and attitudes, and underwent a more satisfying and challenging preclinical medical school experience without loss of biomedical competence. These findings should encourage other schools to consider such a curriculum.

Comment in

• Problem-based learning: is it worth it? [Acad Med. 1995]

PMID:

 

7999195

 

[PubMed - indexed for MEDLINE]