How was the intern year?: self and clinical assessment of four cohorts, from two medical curricula.

ABSTRACT:

Background

Problem-based curricula have provoked controversy amongst educators and students regarding outcome in medical graduates, supporting the need for longitudinal evaluation of curriculum change. As part of a longitudinal evaluation program at the University of Adelaide, a mixed method approach was used to compare the graduate outcomes of two curriculum cohorts: traditional lecture-based 'old' and problem-based 'new' learning.

Methods

Graduates were asked to self-assess preparedness for hospital practice and consent to a comparative analysis of their work-place based assessments from their intern year. Comparative data were extracted from 692 work-place based assessments for 124 doctors who graduated from the University of Adelaide Medical School between 2003 and 2006.

SUBMITTER: Laven G 

PROVIDER: S-EPMC4081487 | biostudies-literature | 2014 Jun

REPOSITORIES: biostudies-literature