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An independent study program within a medical curriculum

R H Geertsma, S Meyerowitz, L F Salzman

    Journal of Medical Education
    |February 1, 1977
    PubMed
    Summary
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    The Independent Study Program (ISP) at the University of Rochester showed no significant differences in academic achievement but revealed variations in personality and values among students. The ISP was found to be more efficient in faculty time but incurred higher non-faculty costs.

    Area of Science:

    • Medical Education
    • Curriculum Development
    • Student Assessment

    Background:

    • The Independent Study Program (ISP) at the University of Rochester School of Medicine and Dentistry offers an alternative educational structure.
    • Evaluating the impact of such programs on student outcomes and resource allocation is crucial for medical education reform.

    Purpose of the Study:

    • To describe the objectives and structure of the ISP.
    • To compare the academic achievement, personality characteristics, and academic-professional experiences of students in the ISP versus a traditional curriculum.
    • To assess the cost-effectiveness of the ISP in terms of faculty time and non-faculty expenses.

    Main Methods:

    • A comparative study design was employed, involving experimental (ISP) and matched control (non-ISP) groups from two successive second-year medical school classes.

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  • Data collection included pre- and post-ISP measures of achievement, personality, and academic-professional experience.
  • Qualitative and quantitative data on curriculum evaluations and study habits were also gathered.

    • Main Results:

    • No significant differences were found between ISP and control groups in achievement and academic-professional measures.
    • Significant differences emerged in specific personality traits and values between the experimental and control groups.
    • Students in the ISP reported different curriculum evaluations and study habits compared to their non-ISP peers.

    Conclusions:

    • The ISP impacts student personality and values differently than the traditional curriculum, without affecting academic achievement.
    • The ISP demonstrates efficiency in faculty time utilization but necessitates higher non-faculty financial investment.
    • Findings suggest the ISP is a viable alternative curriculum model with distinct student outcome profiles and cost implications.