@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2013;6(1):37-42
ISSN: 2228-5468 Education Strategies in Medical Sciences 2013;6(1):37-42
Medical students’ attitudes to traditional and integrated basic sciences curriculums
ARTICLE INFO
Article Type
Original ResearchAuthors
Kuhpayehzadeh J. (1)Daryazadeh S. (*)
Soltani Arabshahi K. (1)
(*) Department of Medical Education, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran
(1) “Medical Education Research Center” & “Department of Social Medicine, Faculty of Medicine”, Tehran University of Medical Sciences, Tehran, Iran
Correspondence
Address: Department of Medical Education, Faculty of Medicine, Tehran University of Medical Sciences (TUMS), Hemmat Highway, Tehran, Iran. PO. Box : 85822-2154Phone: +9888622607
Fax: +9888622607
daryazadehs@yahoo.com
Article History
Received: October 10, 2012Accepted: January 19, 2013
ePublished: March 10, 2013
ABSTRACT
Aims
Studying the medical students’ attitudes to their academic major is significant in the improvement of the national planning and evaluation of the curriculum. This study was an attempt to investigate the students’ attitudes toward the traditional and integrated basic sciences curriculum.
Materials & Methods This descriptive-cross sectional study was conducted in 2010 in all of Tehran and Shahid-Beheshti Universities of Medical Sciences and 200 internship medical students were selected using simple random sampling. The students selected from Tehran University of Medical Sciences were assigned to the traditional curriculum and students of Shahid-Beheshti University of Medical Sciences were assigned to the integrated curriculum. Data collection tool was standardized self-administered questionnaire to examine the medical students’ attitude. Statistical analysis of data was done using SPSS 17 software as well as independent T-test to compare the 9 items of the questionnaire in two mentioned universities.
Findings For both of Tehran and Shahid-Beheshti Universities of Medical Sciences, no significant difference was observed between the students’ attitude regarding the items 1, 3, 4, 5, 7 and 9 (p>0.05). However, concerning items 2, 6 and 8, there was a significant difference. Moreover, for items 6 and 8, between the boy students and for item 1, between the girl students of two universities significant difference was observed.
Conclusion In spite of the lack of positive attitude toward the real importance of the basic sciences, medical students are more interested in the integrated teaching of basic sciences.
Materials & Methods This descriptive-cross sectional study was conducted in 2010 in all of Tehran and Shahid-Beheshti Universities of Medical Sciences and 200 internship medical students were selected using simple random sampling. The students selected from Tehran University of Medical Sciences were assigned to the traditional curriculum and students of Shahid-Beheshti University of Medical Sciences were assigned to the integrated curriculum. Data collection tool was standardized self-administered questionnaire to examine the medical students’ attitude. Statistical analysis of data was done using SPSS 17 software as well as independent T-test to compare the 9 items of the questionnaire in two mentioned universities.
Findings For both of Tehran and Shahid-Beheshti Universities of Medical Sciences, no significant difference was observed between the students’ attitude regarding the items 1, 3, 4, 5, 7 and 9 (p>0.05). However, concerning items 2, 6 and 8, there was a significant difference. Moreover, for items 6 and 8, between the boy students and for item 1, between the girl students of two universities significant difference was observed.
Conclusion In spite of the lack of positive attitude toward the real importance of the basic sciences, medical students are more interested in the integrated teaching of basic sciences.
CITATION LINKS
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[32] Khazaei M. Effects of integrating physiology lessons to clinical and para-clinical findings on medical students' attitude and motivation toward physiology lesson. Iran J Med Educ. 2011;10(5):609-13. [Persian]
[2] Medical Education Development Center. Reform book in general medical degree curriculum. Tehran: Shahid Beheshti University of Medical Sciences; 2007.
[3] Emami SM, Rasouli Nejad M, Changiz T, Afshin Nia F, Zolfaghari B, Adibi P. Interns’ view about basic medical sciences: Their knowledge and attitude to national comprehensive exam and basic medical courses in Isfahan university of medical sciences. Iran J Med Educ. 2000;1(1):21-5. [Persian]
[4] Zoladl M, Hoseini N, Kamkar M. Effect of different barriers in medical education in Yasoj medical science university from the perspective of faculty and staff. Tehran; National Conference on Special Education, 1997. [Persian]
[5] Keshavarz A, Siasi F, Bazargan A, Nematipoor A. Internal evaluation of biochemistry and nutrition, school of public health. Tehran; National Conference on Special Education, 1998. [Persian]
[6] Sharifi MR, Taheri Nassaj H. Medical students' attitude towards studying medicine. Iran J Med Educ. 2001;1(4):36- 43. [Persian]
[7] Saki D. Writing teachers on student academic success and failure and its relationship with success in education [dissertation]. Tehran: Tehran University; 1997. [Persian]
[8] Harden RM, Crosby JR, Davis MH. AMEE guide No. 14: Outcome based education. Part 1: An introduction to outcome based education. Med Teach. 1999;21(1):7-14.
[9] Evers FT, Rush JC, Bedrow I. The bases of competence. 1st ed. Sanfransisco: Jossey Bass Co; 1998.
[10]Long DM. Competency based residency training: The next advance in graduate medical education. Acta Neurochir. 2001;78:153-8.
[11] Poorak S. The world federation for medical education. Tehran: The Ministry of Health and Medical Education; 1993. [Persian]
[12] Schwarz MR, Wojtczak A. Global minimum essential requirements: A road towards competence-oriented medical education. Med Teach. 2002;24(2):125-9.
[13] Mohammadi M, Zinaloo AA, Geranmayeh M, Soheili A, Arefanian H. Review of the viewpoints of the faculty members of Tehran university of medical sciences on the current problems in educational programming at the university. Iran J Med Educ. 2002;2(1):39. [Persian]
[14] Biabangardy Z, Soltani Arabshahi SK, Amini A, Shekarabi R, Yadavar Nikravesh M. Role of basic science courses on promoting the medical graduate’s competencies in medical schools of Iran. Iran J Med Educ. 2005;5(1):13- 23. [Persian]
[15] Noredin D, Peyrovi H, Yadgarinia D. New horizons in medical education. Tehran: Tehran University of Medical Sciences; 2000. [Persian]
[16]Khoynejad GH. Curriculum planning for better teaching and learning. Mashhad: Astan-e-Ghodse Razavi Publication; 1999. [Persian]
[17] Custers EJ, Cate OT. Medical students' attitudes towards and perception of the basic sciences: Comparison between students in the old and the new curriculum at the university medical center Utrecht, Netherlands. Med Educ. 2002;36(12):1142-50.
[18] Paris SG, Paris AH. Classroom applications of research on self-regulated learning. Educ Psycol. 2001;36(2):89-101.
[19] Farahani M, Ahmadi F. Doctoral nursing students’ viewpoints about the nursing PhD curriculum. Iran J Med Educ. 2006;6(1):83-92. [Persian]
[20] Kaufman DM, Mann KV. Basic sciences in problembased learning and conventional curricula: Students' attitudes. Med Educ. 1997;31:177-80.
[21] Rideout E, England-Oxford V, Brown B, Fothergill- Bourbonnais F, Ingram C, Benson G. A comparison of problem-based and conventional curricula in nursing education. Adv Health Sci Educ. 2002;7(1):3-17.
[22] Koens F, Custers EJFM, Ten Cate OTJ. Clinical and basic science teachers’ opinions about the required depth of biomedical knowledge for medical students. Med Teach. 2006;28(3):234-8.
[23] Custers EJFM, Ten Cate OTJ. Medical clerks’ attitudes towards the basic sciences: A longitudinal and a crosssectional comparison between students in a conventional and an innovative curriculum. Netherlands: University Medical Center Utrecht; 2005.
[24] Muller JH, Jain S, Loeser H, Irby DM. Lessons learned about integrating a medical school curriculum: Perceptions of students, faculty and curriculum leaders. Med Educ. 2008;42(8):778-85.
[25] Littlewood S, Ypinazar V, Margolis SA, Scherpbier A, Spencer J, Dornan T. Early practical experience and the social responsiveness of clinical education: Systematic review. British Med J. 2005;331(7513):387-91.
[26] Zarshenas L, Momeni Danaei SH, Oshagh M, Salehi P. Problem based learning: An experience of a new educational method in dentistry. Iran J Med Educ. 2010;10(2):171-8. [Persian]
[27] Dahle LO, Brynhildsen J, Behrbohm Fallsberg M, Rundquist I, Hammar M. Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: Examples and experiences from Linkoping, Sweden. Med Teach. 2002;24(3):280-5.
[28] Lubetkin EI, Schmidt H, Charon R. Risks and benefits of early clinical exposure. Acad Med. 1999;74(11):1153.
[29] Adibi I, Kianinia M. What are the objectives of early clinical exposure? Iran J Med Educ. 2005;5(2):7-13. [Persian]
[30] General Medical Council. Tomorrow's doctors. 2nd ed. London: GMC Publication; 2002.
[31] Emami SMH, Rasoolinejad M, Changiz T, Afshin Nia F, Zolfaghari B, Adibi P. Intern's view about basic medical sciences: Their knowledge and attitude to national comprehensive exam and basic medical courses in Isfahan university of medical sciences. Iran J Med Educ. 2000;1(1):21-5. [Persian]
[32] Khazaei M. Effects of integrating physiology lessons to clinical and para-clinical findings on medical students' attitude and motivation toward physiology lesson. Iran J Med Educ. 2011;10(5):609-13. [Persian]