Division of Medicine, School of Medicine, College of Health and Medicine, University of Tasmania, Hobart, Australia.
School of Life Sciences, La Trobe University, Melbourne, Australia.
Med Teach. 2020 Jan;42(1):58-65. doi: 10.1080/0142159X.2019.1652258. Epub 2019 Aug 22.
Various pressures exist for curricular change, including economic forces, burgeoning knowledge, broadening learning outcomes, and improving quality and outcomes of learning experiences. In an Australian 5-year undergraduate medical course, staff were asked to reduce teaching hours by 20% to alleviate perceived overcrowded preclinical curriculum, achieve operating efficiencies and liberate time for students' self-directed learning. A case study design with mixed methods was used to evaluate outcomes. Teaching hours were reduced by 198 hours (14%) overall, lectures by 153 hours (19%) and other learning activities by 45 hours (7%). Summative assessment scores did not change significantly after the reductions: 0.4% increase, 1.5% decrease and 1.7% increase in Years 1, 2 and 3, respectively. The percentage of students successfully completing their academic year did not change significantly: 94.4% before and 93.3% after the reductions. Student evaluations from eVALUate surveys changed little, except workload was perceived to be more reasonable. Teaching hours, particularly lectures, can be moderately reduced with little impact on student learning outcomes or satisfaction with an undergraduate medical course.
各种压力都要求课程发生改变，包括经济因素、不断增长的知识、拓宽学习成果以及提高学习体验的质量和成果。在澳大利亚一个为期五年的本科医学课程中，要求教职员工减少 20%的教学时间，以减轻人们对基础临床前课程过度拥挤的看法，实现运营效率并为学生的自主学习腾出时间。采用混合方法的案例研究设计来评估结果。总的教学时间减少了 198 个小时（14%），讲座减少了 153 个小时（19%），其他学习活动减少了 45 个小时（7%）。减少教学时间后，总结性评估成绩没有显著变化：第 1 年、第 2 年和第 3 年分别增加了 0.4%、减少了 1.5%和增加了 1.7%。成功完成学年的学生比例没有明显变化：减少前为 94.4%，减少后为 93.3%。除了工作量被认为更合理之外，eVALUate 调查的学生评估变化不大。教学时间，尤其是讲座，可以适度减少，而对学生的学习成果或对本科医学课程的满意度几乎没有影响。
