Abstract
BackgroundSeven years after implementing a new curriculum an evaluation was performed to explore possibilities for improvements.Purposes: To analyze students' study habits in relation to exam frequency and to evaluate effectiveness of instruction.MethodsTime spent on self study (TSS) and the quantity of instruction (QI) was assessed during the internal medicine and the surgical semester. Students and faculty members were asked about study habits and their evaluation of the current curriculum.ResultsThe TSS/QI ratio as a measure of effectiveness of instruction ranges mainly below 1.0 and rises only prior to exams. Students and teachers prefer to have multiple smaller exams over the course of the semester. Furthermore, students wish to have more time for self-guided study.ConclusionsThe TSS/QI ratio is predominantly below the aspired value of 1.0. Furthermore, the TSS/QI ratio is positively related to test frequency. We therefore propose a reduction of compulsory lessons and an increase in test frequency.
Highlights
Seven years after implementing a new curriculum an evaluation was performed to explore possibilities for improvements
Given that medical curricula require processing a big quantity of information, it does not seem counterintuitive that it is crucial to provide students with enough time for self study that can be used for individual learning activities and memorization techniques
Our results show that time for self study (TSS)/quantity of instruction (QI) is unacceptably low in our current curriculum
Summary
Seven years after implementing a new curriculum an evaluation was performed to explore possibilities for improvements. Purposes: To analyze students’ study habits in relation to exam frequency and to evaluate effectiveness of instruction. We collected data enabling us to calculate the mean ratio of time for self study (TSS) and quantity of instruction (QI) as a tool to evaluate effectiveness of instruction [3]. For example a TSS/QI of three means, that for every hour of instruction, students spend three hours on self-study. TSS/QI has been shown to positively correlate with achievement and can be considered a parameter for effective instruction [3]. Analyzing a total of 14000 medical students enrolling in 8 Dutch medical schools between 1989 and 1998 this study could show that time available for self-study was the only determinant of academic achievement as assessed by graduation rate and study duration. Lectures by contrast were negatively related to self-study time and graduation rate and positively related to study duration [6]
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