CLINICAL PRESENTATION CURRICULUM: AN EVALUATION OF ITS EFFECTIVENESS ON KNOWLEDGE AND A COMPARISON OF IT WITH CONVENTIONAL CURRICULUM ON STUDENT'S ATTITUDE IMPROVEMENT (PRELIMINARY STUDIES)

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BASTAN HAGH M.H.; LABAF GHASEMI R.; NAKHJAVANI M.; HEMATI P.; JAHED B.; HAJI AZIM M.

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Journal: Journal of Medical Council of Iran Year:2004 | Volume:22 | Issue:1 Page(s): 19-27

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Title

CLINICAL PRESENTATION CURRICULUM: AN EVALUATION OF ITS EFFECTIVENESS ON KNOWLEDGE AND A COMPARISON OF IT WITH CONVENTIONAL CURRICULUM ON STUDENT'S ATTITUDE IMPROVEMENT (PRELIMINARY STUDIES)

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Keywords

TEACHING AND LEARNING METHODSQ4

PROBLEM- BASED LEARNINGQ4

LECTURE BASED LEARNINGQ4

CURRICULUMQ4

Abstract

Some authorities imply, that a combination of problem-based and traditional discipline-lecture-based CURRICULUM (DLBC) is more effective & efficient than each CURRICULUM alone. In this study we compared an integrated clinical presentation CURRICULUM (CPC) and the traditional DLBC on student's attitude toward the influence of applied educational strategy and evaluated the CPC's effectiveness on student's clinical knowledge and reasoning speed.This study was performed in two periods, one in March 1997 and the other in March, 2002, First we selected 12 students randomly who were trained in a jaundice workshop. We evaluated their knowledge by a pre - and - after computer test (CBT). On the second period, an attitude measurement scale was filled out by 2 randomly selected student's groups before-and - after 2-week Endocrinology ward at 2 hospitals of Tehran university. In the control group 8 students were instructed by professors and fellows while in experimental one 10 students were instructed in workshops by GP tutors and in clinical setting by professors.In CBT, a significant improvement on student's knowledge and reasoning speed had occurred (the group mean were 54.1 and 81.8 out of 100 before & after jaundice workshop, P<0.001).In the second study the attitudinal means were 2.29 before, and 2.33 after DLBC while 2.41 before, and 3.66 after CPC, which was significant in the experimental CPC group (P=0.005) while not in control DLBC group. in comparison the CPC was 4 times more efficient than traditional DLBC (with a range of 1.69 through 21.26, 95% CI) regarding attitudinal domain improvement. Using well - trained GP tutors as professor's educational assistants cause significant satisfaction of students and probably improvement of their knowledge and reasoning speed. So implementing a randomized controlled experiment with a larger sample size is justifiable from the ethical point of view.

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آموزش بر مبنای طرح مسئله (PBL) در دانشکده های علوم پزشکی

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APA: Copy

BASTAN HAGH, M.H., LABAF GHASEMI, R., NAKHJAVANI, M., HEMATI, P., JAHED, B., & HAJI AZIM, M.. (2004). CLINICAL PRESENTATION CURRICULUM: AN EVALUATION OF ITS EFFECTIVENESS ON KNOWLEDGE AND A COMPARISON OF IT WITH CONVENTIONAL CURRICULUM ON STUDENT'S ATTITUDE IMPROVEMENT (PRELIMINARY STUDIES). JOURNAL OF MEDICAL COUNCIL OF I.R.I., 22(1), 19-27. SID. https://sid.ir/paper/41389/en

Vancouver: Copy

BASTAN HAGH M.H., LABAF GHASEMI R., NAKHJAVANI M., HEMATI P., JAHED B., HAJI AZIM M.. CLINICAL PRESENTATION CURRICULUM: AN EVALUATION OF ITS EFFECTIVENESS ON KNOWLEDGE AND A COMPARISON OF IT WITH CONVENTIONAL CURRICULUM ON STUDENT'S ATTITUDE IMPROVEMENT (PRELIMINARY STUDIES). JOURNAL OF MEDICAL COUNCIL OF I.R.I.[Internet]. 2004;22(1):19-27. Available from: https://sid.ir/paper/41389/en

IEEE: Copy

M.H. BASTAN HAGH, R. LABAF GHASEMI, M. NAKHJAVANI, P. HEMATI, B. JAHED, and M. HAJI AZIM, “CLINICAL PRESENTATION CURRICULUM: AN EVALUATION OF ITS EFFECTIVENESS ON KNOWLEDGE AND A COMPARISON OF IT WITH CONVENTIONAL CURRICULUM ON STUDENT'S ATTITUDE IMPROVEMENT (PRELIMINARY STUDIES),” JOURNAL OF MEDICAL COUNCIL OF I.R.I., vol. 22, no. 1, pp. 19–27, 2004, [Online]. Available: https://sid.ir/paper/41389/en

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