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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Student performance and grading changes in a systems-based curriculum.

Philip E Cooles¹, Miscilda Harrigan-Vital², Agnes Laville²

¹Department of Clinical Medicine, Ross University School of Medicine, Roseau, Dominica; pcooles@rossmed.edu.dm.

Medical Education Online

|January 18, 2014

Summary

A medical school curriculum change improved overall exam scores, potentially by shifting student study strategies. Performance worsened in previously difficult subjects like Pharmacology and Microbiology but improved significantly in Systemic Pathology.

Keywords:

assessment curriculum change student study strategy

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Area of Science:

Medical Education
Curriculum Development
Academic Performance

Background:

Transition from a conventional discipline-based to an integrated systems-based medical curriculum.
The new curriculum graded overall performance, not by individual disciplines.
An improvement in external comprehensive exam scores was observed post-curriculum change.

Purpose of the Study:

To investigate the impact of the curriculum change on student performance in specific basic science disciplines.
To test the hypothesis that changes in student study strategies influenced performance.
To analyze failure rates in Systemic Pathology, Microbiology, Pharmacology, and Introductory Clinical Medicine (ICM) before and after the curriculum reform.

Main Methods:

Comparative analysis of failure rates in four core disciplines.
Examination of data from three cohorts before and three cohorts after the curriculum change.
Focus on Systemic Pathology, Microbiology, Pharmacology, and ICM.

Main Results:

Pharmacology and Microbiology failure rates approximately tripled after the curriculum change.
Systemic Pathology failure rates decreased more than threefold.
Introductory Clinical Medicine (ICM) showed no significant change in failure rates.

Conclusions:

The observed improvement in external assessment scores may be linked to internal grading policy adjustments.
These adjustments likely led to a more balanced distribution of student study efforts across disciplines.
Future research should assess the influence of curriculum changes on student study strategies.