关于课程变革影响的两种观点：学生体验与美国医师执照考试第一步
Two perspectives on the effects of a curriculum change: student experience and the United States medical licensing examination, step 1.
作者信息
Wilkerson LuAnn, Wimmers Paul, Doyle Lawrence H, Uijtdehaage Sebastian
机构信息
David Geffen School of Medicine, UCLA, 10833 le Conte Avenue, Los Angeles, CA 90095, USA.
出版信息
Acad Med. 2007 Oct;82(10 Suppl):S117-20. doi: 10.1097/ACM.0b013e318141f4f0.
BACKGROUND
Students' perceptions of curricular experience and study effort were compared for a traditional and a new integrative, interdisciplinary curriculum at a single institution. United States Medical Licensing Exam (USMLE) Step 1 scores were examined for subgroup interactions.
METHOD
Medical students from four cohorts completed an educational goals survey and USMLE Step 1. Analysis included subgroup performance based on admissions data.
RESULTS
Students rated the new curriculum as more helpful in achieving educational goals. USMLE Step 1 was significantly higher for students in the lowest quartile of MCAT scores in the new compared with the previous curriculum.
CONCLUSIONS
To understand the outcomes of a large-scale curricular intervention, interactions of curriculum and aptitude should be examined.
背景
在同一机构中，对传统课程和新的整合性跨学科课程的学生课程体验和学习努力程度的认知进行了比较。对美国医师执照考试（USMLE）第一步的成绩进行了亚组交互分析。
方法
四个队列的医学生完成了一项教育目标调查和USMLE第一步考试。分析包括基于录取数据的亚组表现。
结果
学生们认为新课程在实现教育目标方面更有帮助。与之前的课程相比，新的课程中MCAT分数处于最低四分位数的学生的USMLE第一步考试成绩显著更高。
结论
为了解大规模课程干预的结果，应研究课程与能力的交互作用。
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