by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

What is wrong with the medical curriculum

Objectives: We investigated students’ conception of learning for an examination in internal medicine, infectious diseases and dermatology-venereology, in three separate examinations versus a single integrated one. Methods: The study was carried out during a curricular change, with one cohort belonging to a new integrated examination and the other to the former non-integrated examination. Forty-eight interviews were carried out among medical undergraduates regarding the role of the examination in the learning process. The interviews were analyzed according to the phenomenographic approach to identify the students’ conception of learning. Results: The learning approaches could be categorized in 47 of the 48 students into 4 major groups: application directed, holistic, comprehensive and tactical memorizing learning. The result indicated that comprehensive learning was the most common approach among students following either examination-form; tactical memorizing learning was more prevalent among students following the non-integrated examination and holistic learning was applied more frequently among students following the integrated examination. Nine of the 47 students changed their approaches over time, the majority switching to a comprehensive approach. No significant gender difference was observed. Conclusions: Comprehensive learning was the most common strategy employed and students who changed during the course most often switched to this. However, only a minor change in approach was observed after a switching to an integrated examination, i.e. it takes more than just an integrated examination to change the student’s conception of learning.

/pdf/a-phenomenographic-study-of-students-conception-of-learning-24jyx351qk.pdf

A phenomenographic study of students' conception of learning for a written examination

Objective: To facilitate better understanding of clinically important surgical concepts a 2-houranatomy review session in the dissection hall was conducted for the final year medical students during their surgery rotation. Method: A quasi-experimental study was conducted on final year medical students during their surgery rotation. The study was administeredfor two consecutive academic years. For the study a 2-hour teaching session was jointly organized by the departments of surgery and anatomy in the dissection hall on selected topics. After the sessionfeedback was received via a survey questionnaire in both the years of study.In the second year of study in addition a pretest and posttest also were conducted to assess the learning of the students. Results: A total of 191 students responded to the feedback questionnaire. Responses to the feedback questionnaire showed that 76% of the students in the first year of study and 88% of students in the second year of the study strongly agreed that revisiting anatomy labs was helpful in understanding the surgical concepts. Majority of the students agreed that the topics covered in the session were adequate. Most of the students wanted more time to be allotted for the sessions and they also wanted a lecture before the session. The paired sample t test showed themean of total pretest was 6.7±1.76 and that of posttest was 6.63 ±2.61, showing slight improvement in the scores. Conclusion: Anatomy review sessions conducted for the final year medical students was found effective in improving learning of surgery. KEY WORDS: Anatomy, Surgery, Teaching, Review, Cadavers.

Effectiveness of Clinically Relevant Anatomy Review Sessions held during Surgery Rotations

We designed a case based metabolic unit (CBMU) which is a  hybrid learning model using case based learning and interactive lectures for 2nd year EMP medical students (n:113) who firstly attended blood module (Classical model in learning metabolism) and then locomotor module (CBMU). At the end of both modules, they were evaluated through MCQ exams and the results of both exams were compared. The Majority of students (97-100%) opined that case based metabolic unit learning model was interesting, motivating, and better than the classical model in understanding metabolic pathways and making learning stick. 99% of them demanded the application of this learning model in future biochemistry courses. Improvement in student’s exam scores ensures that they grasped the knowledge by this model. In conclusion, CBMU is a useful learning tool for metabolic pathways using human cases to aid in connecting theory to practice which is positively reflected on student’s academic performance.

/pdf/unidade-metabolica-baseada-em-casos-cbmu-um-modelo-para-52oq06a7lr.pdf

Unidade Metabólica Baseada em Casos (CBMU): Um modelo para melhor compreensão do metabolismo no segundo ano do programa modular extendido de estudantes de medicina

Objectives: The purpose of this study is to explore the relation between basic science knowledge and the ability to understand and make use of basic science in explaining a clinical scenario in the final year of medical school. Methods: A sample of senior medical students was reassessed using the same test they had taken 3 years earlier. This was followed by an in-depth interview on one of the topics taken from the test. Their respective level of knowledge was compared with their performance in the interview. The test was analysed according to the revised Bloom’s Taxonomy, and the interviews carried out according to the phenomenographic approach. Results: Performance was around 60% (n=19) of the original performance, with no significant correlation between original test and re-test (r = 0.258, p = 0.29) and large interpersonal variation. A high performance in the original test did not predict a good performance; rather, the reverse seemed probable. None of the students who achieved high grades in the original test displayed a stable long term understanding that was measured in the interview. The test comprised questions of a generally low taxonomical level, but could not explain the mismatch between test-result and level of understanding. Conclusions: Findings suggest substantial loss of basic science knowledge during medical training. Attention should be directed to designing examinations that are purposeful, when it comes to what kind of knowledge is desirable in medical graduates as well as how that knowledge should be acquired. Further larger-scale research is needed to corroborate these findings.

/pdf/long-term-understanding-of-basic-science-knowledge-in-senior-2ue09vulno.pdf

Long-term understanding of basic science knowledge in senior medical students

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Long-term understanding of basic science knowledge in senior medical students