A comparison of self-perceived competencies of traditional and reformed curriculum graduates 6 years after graduation.

BACKGROUND

In 1996, the University of Liverpool reformed its medical course from a traditional lecture-based programme to an integrated, community based PBL curriculum based on the recommendations in Tomorrow's Doctors (General Medical Council, 1993).

AIM

A project has been underway since 2000 to evaluate this change.

METHODS

This article will summarize questionnaires which were distributed to the final two cohorts to graduate from the traditional curriculum with the first two cohorts to graduate from the reformed curriculum 6 years after graduation. The questionnaires asked the graduates about their preparation for the key skills required to work as doctors.

RESULTS

There were significant differences between reformed and traditional curriculum graduates on nearly all the questionnaire variables. Reformed curriculum graduates felt significantly better prepared for undertaking practical procedures, working in a team, understanding evidence-based medicine. The traditional graduates felt better prepared in variables relating to basic sciences such as understanding disease processes.

CONCLUSION

Reforming the curriculum can change the way graduates from the same medical school view their undergraduate education.