Development of knowledge in basic sciences: a comparison of two medical curricula
Medical Education 2012: 46: 1206–1214 Context Basic medical sciences education differs among medicine courses, especially as traditional and integrated problem‐based learning (PBL) curricula teach basic sciences in very different ways. The literature shows no clear differences in the performance of...
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Veröffentlicht in: | Medical education 2012-12, Vol.46 (12), p.1206-1214 |
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Format: | Artikel |
Sprache: | eng |
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Zusammenfassung: | Medical Education 2012: 46: 1206–1214
Context Basic medical sciences education differs among medicine courses, especially as traditional and integrated problem‐based learning (PBL) curricula teach basic sciences in very different ways. The literature shows no clear differences in the performance of students of these different educational philosophies. The Charité Medical University of Berlin (Charité Universitätsmedizin Berlin) teaches both a traditional medical curriculum (TMC) and a PBL reformed medical curriculum (RMC). Both curricula conduct the Progress Test in Medicine (PTM), which examines competence in the basic and clinical sciences from the first to the last semester.
Objectives The aim of this study was to compare the development and retention of knowledge in the basic medical sciences between students on the traditional and reformed undergraduate medical curricula, respectively.
Methods For each student and single PTM, relative frequencies of correct answers were computed for basic sciences items only and for the whole curriculum. Frequencies were averaged and grouped by semester and curriculum. Analyses of variance (anovas) were performed at all measurement points with a Bonferroni‐corrected p‐value at the level of p |
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ISSN: | 0308-0110 1365-2923 |
DOI: | 10.1111/medu.12047 |