Effect of curriculum reform on graduating student performance.
With the aim of evaluating the efficacy of a new curriculum implemented in the Faculty of Medicine of Ribeirão Preto (University of São Paulo, Brazil), a yearly objective assessment of both cognitive and practical skills of undergraduate (sixth year) students was performed. All graduating student underwent a multiple-choice questions (MCQs) test and groups of 18-20 students were randomly assigned to OSCEs for either clinical (real and standardized patients) or procedure (manikins) skills. The average MCQs score for the students graduating in the new curriculum (63.1, SD = 8.9, n = 261) was significantly higher (p < 0.001) than for the previous curriculum (55.3, SD = 8.1, n = 222). Results for practical exams showed that the new curriculum was associated with significantly improved performance in five out of the six stations for procedure skills, but in only two of the 10 clinical skills stations. Final evaluation of graduating students revealed deficiencies in the local curriculum and may serve as a guide to take measures to correct them.
Figueiredo
José Fernando de Castro
JF
Department of Internal Medicine, Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo-Brasil, Ribeirao Preto, SP, Brazil. jfcfigue@fmrp.usp.br
Troncon
Luiz Ernesto de Almeida
LE
Rodrigues
Maria de Lourdes Veronese
Mde L
Cianflone
Ana Raquel Lucato
AR
Colares
Maria de Fatima Aveiro
Mde F
Peres
Luiz Cesar
LC
Piccinato
Carlos Eli
CE
D000704:Analysis of Variance; D001938:Brazil; D003479:Curriculum / Q000639:trends*; D004504:Education, Medical, Undergraduate / Q000639:trends*; D004521:Educational Measurement; D006801:Humans; D008348:Manikins; D016544:Patient Simulation