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Using a database to analyze core basic science content in a problem-based curriculum.

R L Rosen1, H A Paul, L J Goodman

  • 1Department of Internal Medicine, Rush Medical College, Rush University, Chicago, Illinois.

Academic Medicine : Journal of the Association of American Medical Colleges
|August 1, 1992
PubMed
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This study developed a database to analyze basic science content in a problem-based medical curriculum. The findings show this method effectively tracks content coverage by students, aiding curriculum review.

Area of Science:

  • Medical Education
  • Curriculum Development
  • Health Professions Education

Background:

  • Medical schools are reevaluating instructional methods amidst increasing innovative programs.
  • Content analysis methods are rarely applied to problem-based learning (PBL) curricula.
  • Effective content review is crucial for ensuring comprehensive medical education.

Purpose of the Study:

  • To analyze the distribution of basic science content within a problem-based curriculum.
  • To develop and apply a systematic method for content analysis in medical education.
  • To assess the alignment between faculty-identified content and student learning in PBL.

Main Methods:

  • A content vocabulary and database were created for 53 cases in Rush Medical College's PBL curriculum (1989-91).

Related Experiment Videos

  • Faculty identified specific content areas for each case using the developed vocabulary.
  • Surveys and interviews with 36 students and 15 faculty facilitators assessed content coverage.

    • Main Results:

    • Over 90% of faculty-identified basic science content areas were confirmed as covered by students.
    • The developed database proved effective in tracking curriculum content.
    • Faculty and student perceptions of content coverage showed high concordance.

    Conclusions:

    • The created database is a valuable tool for reviewing medical curricula for omissions and redundancies.
    • This content analysis method supports systematic curriculum evaluation in problem-based learning.
    • The approach offers a reliable framework for quality assurance in medical education.