Choi-Lundberg, DL and Al-Aubaidy, HAM and Burgess, J and Clifford, CA and Cuellar, WA and Errey, JA and Harper, AJ and Malley, RC and Ross, RM and Williams, A-MM and Hays, R, Minimal effects of reduced teaching hours on undergraduate medical student learning outcomes and course evaluations, Medical Teacher, 42, (1) pp. 58-65. ISSN 0142-159X (2019) [Refereed Article]
|PDF (Accepted manuscript)|
Available from 22 August 2020
Copyright 2019 Informa UK Limited, trading as Taylor & Francis Group This is an Accepted Manuscript of an article published by Taylor & Francis in Medical teacher, on 22 August 2019, available online: http://www.tandfonline.com/10.1080/0142159X.2019.1652258
Introduction: 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.
Methods: A case study design with mixed methods was used to evaluate outcomes.
Results: 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.
Conclusions: Teaching hours, particularly lectures, can be moderately reduced with little impact on student learning outcomes or satisfaction with an undergraduate medical course.
|Item Type:||Refereed Article|
|Keywords:||undergraduate (phase of education), evaluation (curriculum), educational environment (curriculum), learning outcomes, medicine (profession), medical students, curriculum development, learning environment, engagement in learning|
|Research Group:||Curriculum and Pedagogy|
|Research Field:||Medicine, Nursing and Health Curriculum and Pedagogy|
|Objective Division:||Education and Training|
|Objective Field:||Assessment and Evaluation of Curriculum|
|UTAS Author:||Choi-Lundberg, DL (Dr Derek Choi-Lundberg)|
|UTAS Author:||Al-Aubaidy, HAM (Dr Hayder Al-Aubaidy)|
|UTAS Author:||Burgess, J (Professor John Burgess)|
|UTAS Author:||Clifford, CA (Dr Christine Clifford)|
|UTAS Author:||Cuellar, WA (Dr William Cuellar)|
|UTAS Author:||Errey, JA (Dr Judi Errey)|
|UTAS Author:||Harper, AJ (Dr Amanda Harper)|
|UTAS Author:||Malley, RC (Dr Roslyn Malley)|
|UTAS Author:||Ross, RM (Dr Renee Ross)|
|UTAS Author:||Williams, A-MM (Dr Anne-Marie Williams)|
|UTAS Author:||Hays, R (Professor Richard Hays)|
|Web of Science® Times Cited:||4|
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