Chair: Iain Robinson, Co-chair: Kevin Brandom | 9th March 2021, 12:30 -15:30 (UK’s time)
Curriculum Redesign by Student Engagement that Focuses on Basic Medical Science Course Evaluation
Basic medical sciences are important content that provides a principle of knowledge and essential skill for clinical application. Most of the medical curriculum in Thailand consisted of basic science subjects such as calculus, chemistry, and biology those using more time and repeated learn in high school. The aim of this study is to redesign the curriculum by reduced and concise basic medical science courses based on student needs and instructor acceptance.
Summary of Work
Ninety-eight fourth-year-medical students were sampled. The course evaluation form consisted of 10 questions divided into five teaching methods as follows; lecture, laboratory technique, SDL, general education and clinical application and comparison between the pre-medical year and pre-clinical year. The open-end question assesses the correlation between basic medical science and clinical science perceptions and student recommend for curriculum redesign.
Summary of Results
All items had IOC values between 0.67-1.00 and discriminative power was in accordance with the criteria. The coefficient alpha of Cronbach’s is 0.78. Mean different between pre-medical year and preclinical year on overall student perceptions (Mpremed:Mpreclinic 3.561:3.737, p-value = 0.023). Application of basic science to basic medical science knowledge found that average scale (Mode = 3) however basic medical science on preclinical year associated with the national criteria in term of clinical application (Mode = 4). In addition, medical students recommend increasing time to self-directed learning and variety of general education along basic medical science course (Mode = 3, other perceptions; Mode = 4).
Discussion & Conclusion
Pre-medical students recommended a correlation between basic science into basic medical science by using a variety of teaching methods because some pure science subjects may not apply to the clinic and increase time consume such subjects as physic, chemistry, and calculus. A pre-clinical student suggests that biochemistry, biostatistics, genetics, and cell biology may be integrated with basic science and using case-based education for projected clinical skills that will learn in the clinical year. Furthermore, General education that included social science and health system science may be implementation along with the curriculum.
Student engagement in course evaluation is important to the process that provides critical information for curriculum redesign and challenges the faculty members to adaptive curriculum based on student perspectives.