Details

Autor(en) / Beteiligte

• Choi-Lundberg, Derek L.
• Al-Aubaidy, Hayder A.
• Burgess, John R.
• Clifford, Christine A.
• Cuellar, William A.
• Errey, Judi A.
• Harper, Amanda J.
• Malley, Roslyn C.
• Ross, Renee M.
• Williams, Anne-Marie M.
• Hays, Richard

Titel

Minimal effects of reduced teaching hours on undergraduate medical student learning outcomes and course evaluations

Ist Teil von

• Medical teacher, 2020-01, Vol.42 (1), p.58-65

Ort / Verlag

England: Taylor & Francis

Erscheinungsjahr

2020

Quelle

Applied Social Sciences Index & Abstracts (ASSIA)

Beschreibungen/Notizen

• 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.