Abstract
Introduction: TheClinical Presentation (CP) curriculum was first formulated in 1990 at the University of Calgary, Canada. Since then, it has been adopted atvariousmedical schools, including Patan Academy of Health Sciences (PAHS), a state-funded medical school in a low-income country (LIC), Nepal. This study aims to evaluate the perceived effectiveness of the CP curriculum by students and faculty at PAHS, and test knowledge retention through a surprise non-routine exam administered to students. Method: This is a cross-sectional study to evaluate the efficacy of the CP curriculum in teaching clinical medicine to the first batch of MBBS students of PAHS School of Medicine. Ethical approval was obtained fromtheInstitutional Review Committee (IRC)-PAHS(Refno std1505911069). Perceived effectiveness was evaluated using a set of questionnaires for faculty and students. A total of 33 students and 34 facultyfilledthe perception questionnaires. Subsequently, a questionnaire consisting of 50 Multiple Choice Questions (MCQs) from different clinical medicine disciplines was administered to test students' knowledge retention. Out of 49 students, 38 participated in the surprise non-routine exam. Result:A significantly higher number of facultypreferredtheCP curriculum compared to the traditional system of teaching clinical medicine (16 vs 11, Kruskal Wallis: 0.023,ie. P-value < 0.05). A significantly higher number of the studentsliked and recommended CP curriculum in the clinical year of medical education (20 vs. 13 with p-value < 0.05). In the non-routine surprise exam,two thirdsof the students scored 60% or above. Conclusion: Both faculty and students perceive that the CP curriculum system is an effective teaching and learning method in medical education, irrespective of their different demographic and positional characteristics. The students' overall performance wasgoodin surprise, non-routine exams taken without scheduling or reminders.
Highlights
The Clinical Presentation (CP) curriculum was first formulated in 1990 at the University of Calgary, Canada
We assume the Clinical presentation (CP) curriculum is at least not inferior to traditional lecture-based teaching. Study design This is a cross-sectional study that aims to evaluate the efficacy of the CP curriculum in teaching different disciplines of clinical medicine to undergraduate medical students of Patan Academy of Health Sciences (PAHS), which is currently the only medical school implementing the CP-curriculum in undergraduate medical education
The current study shows a higher preference for the CP curriculum by undergraduate medical students and faculty at PAHS for teaching and learning clinical medicine in medical school
Summary
The Clinical Presentation (CP) curriculum was first formulated in 1990 at the University of Calgary, Canada. This study aims to evaluate the perceived effectiveness of the CP curriculum by students and faculty at PAHS, and test knowledge retention through a surprise non-routine exam administered to students. Sir William Osler, considered the father of modern medicine, emphasized the teacher's role in helping students to observe and reason. He recommended abolishing the traditional lecture method of instruction.[1] Medical education is evolving in response to scientific advances and societal needs.[2] A well-organized comprehensive knowledge domain has practical implications in clinical problem solving, and appropriate teaching and learning methods play an important role in achieving the educational goals.[3]. The CP Curriculum aims to help students understand the process of moving from “symptoms to diagnosis.”
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