Peplow P V
Department of Anatomy, University of Otago, Dunedin, New Zealand.
Med Educ. 1991 Jul;25(4):287-92. doi: 10.1111/j.1365-2923.1991.tb00068.x.
This paper reports on second-year medical students' performance in the case-based and traditional essay components of the gross anatomy written examinations at the University of Otago held at the end of 1988 and 1989. The mean marks for these two components of the examinations are presented for the three main categories of student entry. Differential performance on the case-based component relative to the essay component has been determined for each student in the class and ranked in order. The proportions of students in the three entry categories falling in the various quartiles for the class are given. The data show that when an intensive programme of case-based learning was followed, as in 1988, all three categories performed similarly on the case-based component relative to the essay component. When a less intensive programme of case-based learning was used, as in 1989, the differential performance of the preferential undergraduate and graduate categories was different to each other. The findings suggest that the achievement of students in the case-based projects is dependent upon the organization of the programme and the extent to which students and staff become involved in the projects. The writing of reports on the cases by students for assessment in 1988 may have had an important influence on the outcome for this year.
本文报告了1988年末和1989年末在奥塔哥大学举行的医学专业二年级学生在大体解剖学笔试中基于病例和传统论文部分的表现。针对学生入学的三个主要类别，给出了考试这两个部分的平均分数。已确定班级中每名学生在基于病例部分相对于论文部分的差异表现，并进行了排名。给出了三个入学类别中的学生在班级不同四分位数中的比例。数据表明，如1988年那样采用强化的基于病例学习方案时，所有三个类别在基于病例部分相对于论文部分的表现相似。如1989年那样采用强度较低的基于病例学习方案时，优先录取的本科和研究生类别的差异表现彼此不同。研究结果表明，学生在基于病例项目中的成绩取决于课程的组织以及学生和教师参与项目的程度。1988年学生撰写病例报告以供评估，这可能对当年的结果产生了重要影响。
