Ehsan Sumera, Ayub Ayesha, Sadiq Ayesha
Sumera Ehsan, MBBS, MPhil, MHPE, PhD Head of Department, Health Professions Education & Research Department (HPERD), Faisalabad Medical University, Faisalabad, Pakistan.
Ayesha Ayub, MBBS, MME Senior Demonstrator, Health Professions Education & Research Department (HPERD), Faisalabad Medical University, Faisalabad, Pakistan.
Pak J Med Sci. 2024 Jan-Feb;40(1Part-I):185-189. doi: 10.12669/pjms.40.1.7705.
To assess the knowledge of undergraduate medical students about curriculum development and implementation.
A quantitative descriptive study was conducted at a public sector institute and a private sector institute from September, 2022 to December, 2022. Simple random sampling was used and all the undergraduate MBBS students were included in study. Sample size was calculated using open epi and keeping confidence interval at 95% as 316 for FMU students and 218 for AFMDC students. Ethical approval was taken from FMU and permission to collect data was obtained from AFMDC. A Questionnaire was made and distributed among the students and data obtained was analyzed using SPSS 25.0.
Two hundred and forty-seven (49.4%) participants responded that the students don't have any say in their curriculum, 400 (80%) were of the view that the students must have their opinion in the curriculum and 397 (79.4%) said that students must be involved in the process of planning and implementation of curriculum. When asked about the areas of deficiencies in the current curriculum, 101 (20.2%) pointed new skill, 84 (16.8%) indicated New information, new skills, teaching Methodology and effective teachers, 68 (13.6%) said teaching methodology while 51 (10.2%) indicated new skills and teaching methodology both. Five main themes were identified from the comments of students regarding curriculum, its development and implementation including; 1. Content revision, 2. Teaching methodologies, 3. Assessment, 4. Guidance and orientation and 5. Teacher student relationship.
The undergraduate medical students are aware of the terms related to curriculum, its development and implementation but they are not being involved in any of this process. Content revision, clinical integration from initial years, quality assessment and faculty development are few areas that need improvement from students' perspectives.
评估本科医学生对课程开发与实施的了解程度。
于2022年9月至2022年12月在一所公立机构和一所私立机构开展了一项定量描述性研究。采用简单随机抽样，纳入了所有本科医学学士学生。使用开放Epi软件计算样本量，将置信区间设定为95%，法蒂玛纪念大学（FMU）学生的样本量为316，阿迦汗医学与牙科学院（AFMDC）学生的样本量为218。获得了法蒂玛纪念大学的伦理批准，并从阿迦汗医学与牙科学院获得了收集数据的许可。编制了一份问卷并分发给学生，使用SPSS 25.0对获得的数据进行分析。
247名（49.4%）参与者表示学生在课程设置方面没有任何发言权，400名（80%）认为学生在课程中必须有自己的意见，397名（79.4%）表示学生必须参与课程的规划和实施过程。当被问及当前课程的不足之处时，101名（20.2%）指出新技能，84名（16.8%）指出新信息、新技能、教学方法和优秀教师，68名（13.6%）提到教学方法，51名（10.2%）同时指出新技能和教学方法。从学生关于课程及其开发与实施的评论中确定了五个主要主题，包括：1. 内容修订；2. 教学方法；3. 评估；4. 指导与方向；5. 师生关系。
本科医学生了解与课程及其开发与实施相关的术语，但他们并未参与到任何一个过程中。从学生的角度来看，内容修订、从低年级开始的临床整合、质量评估和教师发展是几个需要改进的方面。
