医学教育における実験. 伝統的な基準を用いた批判的分析

L J Goodman¹, E E Brueschke, R C Bone

¹Rush Medical College, Chicago, Ill 60612.

JAMA

|May 8, 1991

まとめ

ラッシュ・メディカル・カレッジ

科学分野:

医療教育医療教育について
カリキュラム開発・カリキュラム開発
ペダゴジック・ペダゴジック

背景:

ラッシュ・メディカル・カレッジは,伝統的なプログラムに加えて,ソクラテスの問題ベースの方法を用いた代替カリキュラムを導入しました.
この研究は,この新しい教学アプローチの有効性を評価することを目的とした.

研究の目的:

伝統的なカリキュラムと代替カリキュラムの学生の成績を比較する.
試験の結果を評価するために,National Board of Medical Examiners (NBME) の試験と口頭試験を使用します.

主な方法:

学生の成績データを比較分析する.
NBME Part I および Part II の合計およびサブセットスコアを使用した.
口頭試験での評価された成績.

主要な成果:

カリキュラム間のNBME Part IとPart IIの全体的なスコアには大きな違いはありません.
代替カリキュラムの生徒は,初期の年にNBME Part Iでより低いサブセットスコアを示しました.
代替カリキュラムの学生は,後のコホートで口頭試験で高得点を達成しました.

結論:

代替カリキュラムは,標準化されたテストで従来のカリキュラムと比較可能な全体的なパフォーマンスを示しました.
ソクラテスの問題ベースの方法は,口頭試験のパフォーマンスを改善する可能性を示しました.
カリキュラムのデザインは,評価の種類によって,生徒の成績に異なる影響を及ぼします.

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