学生参与项目评估:通过师生共同创造重新设计医学预科课程。

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Panrawee Sertsuwankul, Sethapong Lertsakulbunlue, Mathirut Mungthin, Anupong Kantiwong
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引用次数: 0

摘要

背景:让学生参与课程开发可以提供有价值的见解,并促进与他们的学习需求保持一致。医学预科课程往往过分强调基础科学,强调将社会科学和早期患者接触结合起来的必要性。本研究将学生作为重新设计和评估课程临床相关性的关键利益相关者。方法:以情境、投入、过程、产品(CIPP)评价模型为指导,采用两阶段混合方法进行研究。第一阶段(背景和输入)利用李克特5分量表评估380名学生对医学基础学习及其与临床基础课程的相关性的看法,并提出开放式建议。学生小组活动确定了关键的课程问题,为与课程委员会和学生代表合作根据国家医疗能力标准进行的修订提供了信息。在第二阶段(过程和产品),90名三年级学生使用同样的问卷评估修订后的课程,由学生代表领导这个过程。采用统计分析(cram s V检验、卡方检验和t检验)和内容分析。结果:在之前的课程中,只有38.48%的学生同意/强烈同意医学基础科目与临床基础学习相一致,理由是临床相关性有限,内容脱节(n = 21)。学生主导的审查与课程委员会合作,减少了纯科学科目,并将其纳入更临床相关的内容,包括社区环境中的早期患者接触,同时保持与国家医疗能力标准的一致。修订后的科目深受学生欢迎。在这些变化之后,64.45%的学生同意/强烈同意它与临床前学习一致,总体感知得分从18.03 ± 0.16显著增加到19.08 ± 0.35 (t = 2.819,p = .003)。结论:在CIPP模式的支持下,以学生为导向的方法有助于重新设计医学预科课程。它将相关的基础科学与早期社区和临床接触相结合,以加强临床培训的一致性、参与度和准备。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Student Engagement in Program Evaluation: Redesigning the Premedical Curriculum Through Instructor-Learner Co-Creation.

Student Engagement in Program Evaluation: Redesigning the Premedical Curriculum Through Instructor-Learner Co-Creation.

Student Engagement in Program Evaluation: Redesigning the Premedical Curriculum Through Instructor-Learner Co-Creation.

Student Engagement in Program Evaluation: Redesigning the Premedical Curriculum Through Instructor-Learner Co-Creation.

Background: Engaging students in curriculum development provides valuable insights and promotes alignment with their learning needs. Premedical curricula often overemphasize basic sciences, highlighting the need to incorporate social sciences and earlier patient exposure. This study involved students as key stakeholders in redesigning and evaluating the curriculum's clinical relevance.

Methods: A two-phase mixed-methods study was conducted, guided by the context, input, process, product (CIPP) evaluation model. Phase one (context and input) utilized a 5-point Likert-scale questionnaire to assess perceptions of 380 students on premedical learning and its relevance to the preclinical curriculum, alongside open-ended suggestions. Student group activities identified key curriculum issues, informing revisions made in collaboration with the curriculum committee and student representatives, aligned with national medical competency standards. In phase two (process and product), 90 third-year students evaluated the revised curriculum using the same questionnaire with student representatives leading the process. Statistical analyses (Cramér's V, Chi-square, and t-tests) and content analysis were employed.

Results: In the previous curriculum, only 38.48% of students agreed/strongly agreed that premedical subjects aligned with preclinical learning, citing limited clinical relevance and disconnected content (n = 21). A student-led review, in collaboration with the curriculum committee, reduced pure science subjects and integrated them into more clinically relevant content, including early patient exposure in community settings, while maintaining alignment with national medical competency standards. The revised subjects were well received by students. Following these changes, 64.45% of students agreed/strongly agreed that it aligned with preclinical learning, and overall perception scores significantly increased from 18.03 ± 0.16 to 19.08 ± 0.35 (t = 2.819, p = .003).

Conclusion: A student-driven approach, supported by the CIPP model, helped redesign the premedical curriculum. It integrated relevant basic sciences with early community and clinical exposure to enhance alignment, engagement, and preparedness for clinical training.

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来源期刊
Journal of Medical Education and Curricular Development
Journal of Medical Education and Curricular Development EDUCATION, SCIENTIFIC DISCIPLINES-
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