Centre for Excellence in Developing Professionalism, School of Medical Education, University of Liverpool, Liverpool, UK.
Med Teach. 2012;34(7):562-8. doi: 10.3109/0142159X.2012.675457. Epub 2012 Apr 11.
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).
A project has been underway since 2000 to evaluate this change.
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.
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.
Reforming the curriculum can change the way graduates from the same medical school view their undergraduate education.
1996 年，利物浦大学对其医学课程进行改革，从传统的讲座式课程转变为基于 PBL 的综合社区课程，这一改革是基于《明日医生》（General Medical Council，1993）中的建议。
自 2000 年以来，一直在进行一项评估该改革的项目。
本文将总结问卷调查的结果，该问卷分发给最后两个传统课程的毕业 cohort 和前两个改革课程的毕业 cohort，后者在毕业 6 年后接受调查。问卷询问毕业生在作为医生所需的关键技能方面的准备情况。
在几乎所有问卷调查变量上，改革课程和传统课程的毕业生都存在显著差异。改革课程的毕业生在进行实际操作、团队合作、理解循证医学方面感觉准备得更好。传统课程的毕业生在与疾病过程等基础科学相关的变量方面感觉准备得更好。
改革课程可以改变同一所医学院的毕业生对本科教育的看法。
