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Un experimento en la educación médica. Un análisis crítico utilizando criterios tradicionales
L J Goodman1, E E Brueschke, R C Bone
1Rush Medical College, Chicago, Ill 60612.
JAMA
|May 8, 1991
Resumen
Rush Medical College - Colegio de Médicos de la carrera de prisa.
Área de la Ciencia:
- Educación médica y educación médica.
- Desarrollo Curricular Desarrollo Curricular
- Pedagogía La pedagogía es la pedagogía.
Sus antecedentes:
- Rush Medical College introdujo un plan de estudios alternativo utilizando un método socrático basado en problemas junto con su programa tradicional.
- El estudio tuvo como objetivo evaluar la efectividad de este nuevo enfoque de enseñanza.
Objetivo del estudio:
- Para comparar el rendimiento de los estudiantes entre los currículos tradicionales y alternativos.
- Para evaluar los resultados utilizando los exámenes de la Junta Nacional de Médicos Forenses (NBME) y los exámenes orales.
Principales métodos:
- Análisis comparativo de los datos de rendimiento de los estudiantes.
- Puntuaciones totales y subconjuntos de la parte I y la parte II de NBME utilizadas.
- Evaluación del rendimiento en exámenes orales.
Principales resultados:
- No hay diferencias significativas en las puntuaciones generales de la Parte I y la Parte II de la NBME entre los planes de estudio.
- Los estudiantes de currículo alternativo mostraron puntuaciones más bajas en el subconjunto NBME Parte I en los primeros años.
- Los estudiantes de currículo alternativo obtuvieron puntuaciones más altas en los exámenes orales en cohortes posteriores.
Conclusiones:
- El plan de estudios alternativo demostró un rendimiento general comparable al plan de estudios tradicional en las pruebas estandarizadas.
- El método socrático basado en problemas mostró potencial para mejorar el rendimiento del examen oral.
- El diseño del plan de estudios impacta los resultados de los estudiantes de manera diferente en todos los tipos de evaluación.
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