[Has the Oslo96 reform brought changes in student satisfaction and study behaviour?].
BACKGROUND
In 1996 the medical school of the University of Oslo introduced a new pedagogical model. The new scheme was more interactive, and partly based on a problem-based learning approach.


METHODS
We used a questionnaire survey which is part of a broader study of how Norwegian professional education prepares for work. A class of medical students studying under the new scheme is compared to a class studying under the old model, as well as a class from another Norwegian medical school, that of the University of Bergen. Median values on seven-point scales are used in the comparison, as well as factor analysis with variance analysis of the factor scores.


RESULTS
The overall response rate was 76%. Students studying under the new Oslo approach were more satisfied and reported more active learning strategies. They were less curriculum-oriented and used the library more often.


CONCLUSIONS
Some of the goals of the Oslo reform seem to have been reached. It remains to be seen whether this effect will last.
Wiers-Jenssen
Jannecke
J
Norsk institutt for studier av forskning og utdanning, Senter for innovasjonsforskning (NIFU STEP), Hegdehaugsveien 31, 0352 Oslo.
Aasland
Olaf Gjerløw
OG
D003479:Curriculum; D004501:Education, Medical / Q000379:methods; D006801:Humans; D007858:Learning; D017145:Models, Educational; D009664:Norway; D018794:Problem-Based Learning; D013337:Students, Medical / Q000523:psychology*; D011795:Surveys and Questionnaires