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Independent studies program in the basic sciences. A curricular innovation.

T M DeLauro1, S H Kornhauser, Z Leifer

  • 1New York College of Podiatric Medicine, NY 10035.

Journal of the American Podiatric Medical Association
|June 1, 1992
PubMed
Summary
This summary is machine-generated.

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The Independent Studies Program at NYCPM fosters student initiative in learning through mastery-based and self-directed strategies. This educational model promotes competence over rigid timelines, enhancing student engagement and outcomes.

Area of Science:

  • Medical Education
  • Podiatric Medicine
  • Curriculum Development

Background:

  • The Independent Studies Program was established at the New York College of Podiatric Medicine in 1987.
  • It has gained sustained acceptance from administration, faculty, and students.
  • The program's core principle is competence within a flexible, time-independent framework.

Purpose of the Study:

  • To present the Independent Studies Program as a longitudinal model for medical education.
  • To highlight the integration of criterion-referencing, mastery-based learning, and self-learning strategies.
  • To demonstrate a successful educational framework that empowers students.

Main Methods:

  • Longitudinal presentation of the Independent Studies Program.
  • Integration of criterion-referenced assessment.

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  • Incorporation of mastery-based learning principles.
  • Implementation of self-learning strategies.

    • Main Results:

    • Students actively diagnose learning needs.
    • Students formulate personalized learning goals.
    • Students identify necessary resources (human and material).
    • Students evaluate their own learning outcomes.

    Conclusions:

    • The Independent Studies Program serves as a viable and successful educational model.
    • This approach fosters student autonomy and responsibility in their education.
    • The program effectively combines pedagogical strategies to enhance learning and competence.