title: Impact of the transition from a conventional to an integrated contextual medical  curriculum on students' learning patterns: a longitudinal study.
abstract: BACKGROUND
  Until now, most research studying the impact of curriculum innovations on student learning patterns was restricted to short term or cross-sectional research.
  
  
  OBJECTIVE
  Studying longitudinal changes in student learning patterns parallel to the implementation of a curriculum innovation from a discipline based to an integrated contextual medical curriculum (ICMC).
  
  
  METHODS
  A post hoc study applying General Linear Model ANOVA one-way repeated-measures. The inventory of learning styles(126-item version) is used to determine changes in student learning patterns.
  
  
  RESULTS
  Though not all hypotheses could be accepted, the results suggest a significant impact of the ICMC on learning processing strategies; regulation strategies; and on learning orientations. The clear build-up of the curriculum and vertical and horizontal integration of subject knowledge seem to have significantly reduced lack of regulation and promoted at an earlier stage structuring, relating, critical processing and vocational-orientation. The effect on use of sources of knowledge, self-regulation of learning content and certificate-orientation was less important than expected. It was yet not possible to confirm the hypothesis that ICMC students become better in translating study topics into their own phrasing or expressions; and neither the expected impact on vocation-orientation could be confirmed.
  
  
  CONCLUSIONS
  There is little doubt that the present results are important to curriculum (re)designers and those interested in the evaluation of curriculum reforms.
authors.affiliation: Unit of Education Development, Faculty of Medicine and Health Sciences, Ghent University, Belgium. jos.vanderveken@ugent.be
authors.forename: J
authors.initials: J
authors.lastname: Van der Veken
authors.forename: M
authors.initials: M
authors.lastname: Valcke
authors.forename: J
authors.initials: J
authors.lastname: De Maeseneer
authors.forename: A
authors.initials: A
authors.lastname: Derese
mesh_terms: D000293:Adolescent; D000704:Analysis of Variance; D003430:Cross-Sectional Studies; D003479:Curriculum / Q000592:standards*; D004059:Diffusion of Innovation; D004504:Education, Medical, Undergraduate / Q000379:methods*; D005260:Female; D006801:Humans; D007858:Learning; D008137:Longitudinal Studies; D008297:Male; D055815:Young Adult