McMillan D E, Wenger G R
Department of Pharmacology and Interdisciplinary Toxicology, University of Arkansas for Medical Sciences College of Medicine, Little Rock.
J Med Educ. 1987 Oct;62(10):836-41. doi: 10.1097/00001888-198710000-00007.
During the past five years, the medical pharmacology course at the University of Arkansas College of Medicine has changed from a poorly attended course in which students depended on "canned notes" (from a note-taking and note-distribution system organized among themselves) and had bad rapport with faculty members to a course in which attendance is high, the canned-notes system has been abandoned, and faculty-student interactions are generally pleasant. These changes in student behavior occurred during a period in which the pharmacology faculty implemented changes that anticipated the recommendations of the Panel on the General Professional Education of the Physician and College Preparation for Medicine of the Association of American Medical Colleges. These changes included encouraging independent learning, reduced lecture time, and increased problem-solving. The students' performance on the Part I examination of the National Board of Medical Examiners did not change during this period of curriculum revision.
在过去五年中，阿肯色大学医学院的医学药理学课程发生了变化。该课程曾经学生出勤率低，学生依赖“现成笔记”（通过他们自己组织的笔记记录和分发系统），并且与教员关系不佳；而现在出勤率高，“现成笔记”系统已被摒弃，师生互动总体良好。学生行为的这些变化发生在药理学教员实施一些变革的期间，这些变革预见了美国医学院协会医师普通专业教育与医学预科教育小组的建议。这些变革包括鼓励自主学习、减少授课时间以及增加问题解决环节。在课程修订期间，学生在美国国家医学考试委员会第一部分考试中的表现没有变化。
