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The McMaster philosophy: a student's perspective on implementation.

J O Olson

    Medical Education
    |July 1, 1987
    PubMed
    Summary
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    The McMaster educational approach, despite implementation challenges, was found beneficial by a medical student. Self-learning and problem-solving were inconsistently applied by students in the MD program.

    Area of Science:

    • Medical Education
    • Curriculum Development
    • Pedagogy

    Background:

    • The study evaluates the implementation of educational principles within the McMaster University's MD program.
    • The author, a fourth-year medical student in 1984, participated in a 12-week unit 3 course as an elective.

    Purpose of the Study:

    • To investigate the practical application of the MD program's educational principles.
    • To assess student engagement with self-learning and problem-solving methodologies.
    • To gather student feedback on tutorial approaches and tutor performance.

    Main Methods:

    • A questionnaire was administered to a sample of 30 students from Unit 3.
    • Student approaches to problem-solving and self-learning were observed.
    • Trends in peer and group evaluation from Unit 1 to Unit 3 were analyzed.

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    Main Results:

    • Only 5 out of 18 student groups consistently used the unprepared approach for problem-solving.
    • 15 out of 30 students engaged in self-learning related to the final problem; others focused on general reading.
    • A decline in peer evaluation and an increase in group evaluation were noted across units.

    Conclusions:

    • Students perceived a need for improved tutor performance.
    • The McMaster educational model was considered more beneficial than traditional schooling, despite noted implementation issues.
    • Releasing tutors from grading responsibilities may enhance tutor and group function.