Utility Value Theory Underlies Students' Attitudes to Biomedical Sciences Curricula.

Abstract

The recent wave of curriculum renewal has changed biomedical sciences from standalone science courses to integrated, clinically-oriented components of the curriculum. Although integrated curricula are now common in medical schools worldwide, few studies have systematically investigated students' attitudes towards and perceived relevance of the basic sciences in these new curricula. In a cross-sectional study, surveys were distributed to all year two to six medical students at Otago Medical School. Surveys used Likert-scale items and open-ended questions to explore students' perceived importance, relevance, value and acceptance of the current biomedical curriculum. Three focus groups were conducted to further explore students' perceptions. Transcripts of focus group discussions underwent thematic analysis using inductive coding. Survey responses were received from 708 of 1500 students. Medical students reported acceptance of the biomedical programme, with no difference between the year groups (χ 2(4) = 8.595, p = 0.072). Perceived value, importance and relevance of the biomedical curriculum decreased from years two to six. Two major themes were identified from focus groups; the importance of contextualising biomedical science into clinical practice and detail being delivered with a just-in-time focus. Students judged the biomedical curriculum on its utility value, focusing on its' clinical relevance and usefulness. Although students understood the importance and relevance of biomedical sciences and believed applying biomedical science to clinical practice is a skill which should be reinforced early in the medical curriculum, the information in the current biomedical curriculum may be too detailed to be clinically useful. The linkages between biomedical teaching and clinical application can still be improved.