Journal Article10.3109/0142159X.2012.675457
A comparison of self-perceived competencies of traditional and reformed curriculum graduates 6 years after graduation
29
TL;DR: There were significant differences between reformed and traditional curriculum graduates on nearly all the questionnaire variables and reformed curriculum graduates felt significantly better prepared for undertaking practical procedures, working in a team, understanding evidence-based medicine.
read more
Abstract: Background: In 1996, the University of Liverpool reformed its medical course from a traditional lecture-based programme to an integrated, community based PBL curriculum based on the recommendations in Tomorrow's Doctors (General Medical Council, 1993).Aim: A project has been underway since 2000 to evaluate this change.Methods: This article will summarize questionnaires which were distributed to the final two cohorts to graduate from the traditional curriculum with the first two cohorts to graduate from the reformed curriculum 6 years after graduation. The questionnaires asked the graduates about their preparation for the key skills required to work as doctors.Results: There were significant differences between reformed and traditional curriculum graduates on nearly all the questionnaire variables. Reformed curriculum graduates felt significantly better prepared for undertaking practical procedures, working in a team, understanding evidence-based medicine. The traditional graduates felt better prepared in ...
read more
Chat with Paper
AI Agents for this Paper
Find similar papers on Google Scholar, PubMed and Arxiv
Write a critical review of this paper
Analyze citations of this paper to find unaddressed research gaps
Citations
How prepared are UK medical graduates for practice? A rapid review of the literature 2009-2014
Lynn V Monrouxe,Lisa Grundy,Mala Mann,Zoe John,Eleni Panagoulas,Alison Bullock,Karen Mattick +6 more
TL;DR: In this paper, a rapid review of the literature to understand how prepared UK medical graduates are for practice and the effectiveness of workplace transition interventions is presented, where the authors highlight individual skills/knowledge, interactional competence, systemic/technological competence, personal preparedness, demographic factors and transitional interventions.
218
New graduate doctors' preparedness for practice: a multistakeholder, multicentre narrative study.
Lynn V Monrouxe,Alison Bullock,Gerard Gormley,Kathrin Kaufhold,Narcie Kelly,Camille Emilie Roberts,Karen Mattick,Charlotte E. Rees +7 more
TL;DR: This study explores multiple stakeholders’ conceptualisations of what it means to be prepared for practice and their perceptions about newly graduated junior doctors’ preparedness (or unpreparedness) using innovative qualitative methods to encourage stakeholders to develop a shared understanding (and realistic expectations) of new medical graduates' preparedness.
99
Vertically integrated medical education and the readiness for practice of graduates.
Marjo Wijnen-Meijer,Marjo Wijnen-Meijer,Olle ten Cate,Olle ten Cate,Marieke van der Schaaf,Chantalle Burgers,Jan C. C. Borleffs,Sigrid Harendza +7 more
TL;DR: This study gives an impression of the actual performance of medical graduates from VI and non-VI curricula, where VI graduates got higher scores for features of professional development, which is important for postgraduate training and continuing education.
The current provision of community-based teaching in UK medical schools: an online survey and systematic review
TL;DR: Despite the wide variations in implementation, community teaching was found to be mostly beneficial and to ensure the relevance of CBE for ‘Tomorrow's Doctors’, a national framework should be established and solutions sought to reduce the impact of the challenges within CBE.
31
Evaluating differently tutored groups in problem-based learning in a German dental curriculum: a mixed methods study
Susanne Gerhardt-Szép,Florian Kunkel,Andreas Moeltner,Miriam Hansen,Anja Böckers,Stefan Rüttermann,Falk Ochsendorf +6 more
TL;DR: Students felt that groups guided in a non-facilitative fashion exhibited a higher level of independence and autonomy, especially with increasing PBL experience, and results are useful for future “Train-the-Teacher” sessions.
References
Does problem-based learning work? A meta-analysis of evaluative research.
TL;DR: The results generally support the superiority of the PBL approach over more traditional methods in problem-based learning.
1.6K
Self-Directed Learning in Problem-Based Learning and Its Relationships with Self-Regulated Learning.
TL;DR: This paper investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL) and concluded that conceptual clarity of what SDL entails and guidance for both teachers and students can help PBL to bring forth selfdirected learners.
808
The effects of problem-based learning during medical school on physician competency: a systematic review
TL;DR: Problem-based learning during medical school has positive effects on physician competency after graduation, mainly in social and cognitive dimensions.
Longterm effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school.
TL;DR: Data is presented from a large‐scale study among graduates of a problem‐based medical school and those of a conventional medical school on the impact of PBL on the performance of their graduates.
•Posted Content
Return Postage in Mail Surveys: A Meta Analysis
JS Armstrong,Edward J. Lusk +1 more
TL;DR: In this paper, a five-step procedure for meta-analysis was described to improve the accuracy of the coding; it also helped to identify unpublished research and to supply missing information, and showed that business reply postage is seldom costeffective because first class postage yields an additional 9% return.
127