Izvorni znanstveni članak
Transition from Longitudinal to Block Structure of Preclinical Courses: Outcomes and Experiences
Darko Marinović
orcid.org/0000-0001-5652-3845
; University of Zagreb School of Medicine, Zagreb, Croatia
Darko Hren
; University of Split Faculty of Philosophy, Split, Croatia
Dario Sambunjak
; University of Zagreb School of Medicine, Zagreb, Croatia
Ivan Rašić
; Sisters of Mercy University Hospital, Zagreb, Croatia
Ivan Škegro
; Koprivničko-križevačka Country Medical Center, Đurđevac, Croatia
Ana Marušić
; University of Split School of Medicine, Split, Croatia
Matko Marušić
; University of Split School of Medicine, Split, Croatia
Sažetak
Aim To evaluate the transition from a longitudinal to
block/modular structure of preclinical courses in a medical
school adapting to the process of higher education harmonization
in Europe.
Methods Average grades and the exam pass rates were
compared for 11 preclinical courses before and after the
transition from the longitudinal (academic years 1999/2000
to 2001/2002) to block/modular curriculum (academic
years 2002/2003 to 2004/2005) at Zagreb University
School of Medicine, Croatia. Attitudes of teachers toward
the 2 curriculum structures were assessed by a semantic
differential scale, and the experiences during the transition
were explored in focus groups of students and teachers.
Results With the introduction of the block/modular curriculum,
average grades mostly increased, except in 3
major courses: Anatomy, Physiology, and Pathology. The
proportion of students who passed the exams at first attempt
decreased in most courses, but the proportion of
students who successfully passed the exam by the end
of the summer exam period increased. Teachers generally
had more positive attitudes toward the longitudinal (median
[C]±intequartile range [Q], 24 ± 16) than block/modular
curriculum (C±Q, 38 ± 26) (P = 0.001, Wilcoxon signed
rank test). The qualitative inquiry indicated that the dissatisfaction
of students and teachers with the block/modular
preclinical curriculum was caused by perceived hasty
introduction of the reform under pressure and without
much adaptation of the teaching program and materials,
which reflected negatively on the learning processes and
outcomes.
Conclusion Any significant alteration in the temporal
structure of preclinical courses should be paralleled by a
change in the content and teaching methodology, and
carefully planned and executed in order to achieve better
academic outcomes.
Ključne riječi
Education; Medical; Undergraduate
Hrčak ID:
47886
URI
Datum izdavanja:
15.10.2009.
Posjeta: 1.290 *