Gunzburger L K
Department of Family Medicine, University of Health Sciences/Chicago Medical School, North Chicago, Illinois 60064-3095.
Acad Med. 1993 Sep;68(9):700-2. doi: 10.1097/00001888-199309000-00018.
As medical schools implement curriculum changes to address the relevancy of medical education to today's health care needs, examining schools' grading systems and their valuing of curriculum hours has become a priority.
In 1991-92 all 126 U.S. medical schools were surveyed regarding various issues related to the schools' grading systems and valuing of curriculum time, including the ways in which the schools achieved a balance between lectures and self-directed learning activities.
A total of 122 schools responded. Forty-eight schools calculated grade-point averages and used them to compute and publish class ranks; 72 published grade-point averages. Fifty schools reported curriculum revisions that decreased lecture hours, incorporated small-group discussion, or used problem-based learning and/or assessments using standardized patients. These 50 schools fell into four categories: had a system to balance lecture time and self-directed learning (11 schools); were moving toward such a system (27 schools); had tried but failed to balance lecture time and self-directed learning (one school); and had no policy to achieve a balance (11 schools).
The survey results indicate that most schools have not established systems for the valuing of curriculum time that include balancing values for lecture time and values for self-directed learning. If needed curriculum reforms are to be implemented effectively, they must be valued meaningfully.
随着医学院校实施课程改革以应对医学教育与当今医疗保健需求的相关性问题，审视学校的评分系统及其对课程学时的重视程度已成为当务之急。
在1991 - 1992年期间，对美国所有126所医学院校就与学校评分系统及课程时间重视程度相关的各种问题进行了调查，包括学校在讲座与自主学习活动之间取得平衡的方式。
共有122所学校做出回应。48所学校计算平均绩点并用其计算和公布班级排名；72所学校公布了平均绩点。50所学校报告了课程修订情况，这些修订减少了讲座学时、纳入了小组讨论，或采用了基于问题的学习和/或使用标准化病人进行评估。这50所学校分为四类：有平衡讲座时间和自主学习的系统（11所学校）；正在朝着这样的系统发展（27所学校）；曾尝试但未能平衡讲座时间和自主学习（1所学校）；没有实现平衡的政策（11所学校）。
调查结果表明，大多数学校尚未建立重视课程时间的系统，其中包括平衡讲座时间的价值和自主学习的价值。如果要有效实施所需的课程改革，就必须对其进行有意义的评估。
