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Related Experiment Videos

Alternative medical school curriculum design: the independent study program.

H L Stone1, T C Meyer, R Schilling

  • 1Office of Medical Education Research and Development, University of Wisconsin Medical School, Madison 53706.

Medical Teacher
|January 1, 1991
PubMed
Summary

The University of Wisconsin Medical School's Independent Study Program (ISP) successfully educated diverse students, fostering a self-directed learning style beneficial for long-term medical careers. Graduates maintained this style, outperforming traditional curriculum students.

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Area of Science:

  • Medical Education
  • Curriculum Development
  • Student Learning Styles

Background:

  • Established in 1972, the University of Wisconsin Medical School's Independent Study Program (ISP) offered an alternative to the traditional curriculum.
  • The ISP aimed to accommodate larger class sizes without expanding laboratory facilities and cater to students with varied educational backgrounds.
  • Key features included enabling individual progress and promoting self-directed learning.

Purpose of the Study:

  • To compare the learning styles and academic outcomes of students in the Independent Study Program (ISP) with those in the traditional regular curriculum (RCR and RCD).
  • To assess the long-term impact of the ISP on graduates' learning styles and career progression.
  • To evaluate the overall effectiveness and student satisfaction with the ISP.

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Main Methods:

  • Comparative analysis of self-selected ISP students versus traditional curriculum students (receptive-oriented regular curriculum - RCR, and discovery-oriented regular curriculum - RCD).
  • Assessment of learning style preferences (discovery vs. receptive orientation) before and after medical school.
  • Evaluation of academic performance metrics including undergraduate GPA, MCAT scores, medical school performance, and National Board Medical Examination scores.
  • Analysis of residency match data (distribution and quality) in medicine, surgery, and pediatrics.

Main Results:

  • Self-selected ISP students exhibited a stronger preference for discovery-oriented, self-directed learning compared to RCR and RCD students.
  • ISP students maintained their self-directed learning style post-graduation, whereas RCD students often became less discovery-oriented.
  • The ISP cohort was characterized by older students, a higher proportion of females, and more advanced degrees.
  • Despite lower undergraduate GPAs, ISP students performed well on MCAT sections (Verbal, General Information, Problem-Solving, Quantitative) and excelled academically in medical school and on board exams.
  • Residency placement and quality were comparable across ISP and traditional curriculum groups for major specialties.

Conclusions:

  • The Independent Study Program (ISP) effectively fostered a self-directed learning style that persisted post-graduation, contributing to successful medical careers.
  • The ISP provided a valuable educational experience for a diverse student population, comparable in outcomes to traditional programs.
  • Graduates reported high satisfaction with the ISP, valuing its role in developing lifelong self-education skills.