ArticleBMC medical education2010
Graduates from a reformed undergraduate medical curriculum based on Tomorrow's Doctors evaluate the effectiveness of their curriculum 6 years after graduation through interviews.
Article in BMC medical education, 2010. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.
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Who cites it
17 citing papers in PubMed.
- Evaluating differently tutored groups in problem-based learning in a German dental curriculum: a mixed methods study.BMC medical education · 2016Trial
- A Spaced Repetition Approach to Presenting Autonomic Nervous System Pharmacology Curricula in Medical Education.Medical science educator · 2024Article
- Preceptor Perceptions of Pharmacy Student Performance Before and After a Curriculum Transformation.American journal of pharmaceutical education · 2023Article
- Integration of Arts and Humanities in Medical Education: a Narrative Review.Journal of cancer education : the official journal of the American Association for Cancer Education · 2022Review
- Teaching and assessing communication skills in the postgraduate medical setting: a systematic scoping review.BMC medical education · 2021Article
- Effective accreditation in postgraduate medical education: from process to outcomes and back.BMC medical education · 2020Review
- Tutors and self-assessment of medical students' performance in pre-clinical problem-based learning tutorial sessions.MedEdPublish (2016) · 2018Article
- Qualitative Evaluation of General Practitioner Training Program as Viewed by Graduates from Shiraz, Fasa and Jahrom Medical Universities.Journal of advances in medical education & professionalism · 2015Article
- Outcomes of Irish graduate entry medical student engagement with self-directed learning of clinical skills.BMC medical education · 2015Article
- Student feedback about the integrated curriculum in a Caribbean medical school.Journal of educational evaluation for health professions · 2014Article
- Planning an objective and need based curriculum: the logistics with reference to the undergraduate medical education in biochemistry.Journal of clinical and diagnostic research : JCDR · 2013Article
- Reflections of students graduating from a transforming medical curriculum in South Africa: a qualitative study.BMC medical education · 2012Article
- Medical student perceptions of a behavioural and social science curriculum.Mental health in family medicine · 2011Article
- Interface between problem-based learning and a learner-centered paradigm.Advances in medical education and practice · 2011Article
- Effectiveness of integrated teaching module in pharmacology among medical undergraduates.International journal of applied & basic medical researchArticle
- The Role of Medical and Dental Consultants' Association of Nigeria (MDCAN) in Enhancing Competency of Graduating Medical Students and Preventing Disruptions in Academic Calendars in Nigeria: A Review.Nigerian medical journal : journal of the Nigeria Medical AssociationReview
- Perceptions of the first graduates of the reformed medical curriculum of the College of Medicine at Imam Abdulrahman Bin Faisal University.Journal of family & community medicineArticle
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundIn 1996 Liverpool reformed its medical curriculum from a traditional lecture based course to a curriculum based on the recommendations in Tomorrow's Doctors. A project has been underway since 2000 to evaluate this change. This paper focuses on the views of graduates from that reformed curriculum 6 years after they had graduated.
methodsBetween 2007 and 2009 45 interviews took place with doctors from the first two cohorts to graduate from the reformed curriculum.
resultsThe interviewees felt like they had been clinically well prepared to work as doctors and in particular had graduated with good clinical and communication skills and had a good knowledge of what the role of doctor entailed. They also felt they had good self directed learning and research skills. They did feel their basic science knowledge level was weaker than traditional graduates and perceived they had to work harder to pass postgraduate exams. Whilst many had enjoyed the curriculum and in particular the clinical skills resource centre and the clinical exposure of the final year including the "shadowing" and A & E attachment they would have liked more "structure" alongside the PBL when learning the basic sciences.
conclusionAccording to the graduates themselves many of the aims of curriculum reform have been met by the reformed curriculum and they were well prepared clinically to work as doctors. However, further reforms may be needed to give confidence to science knowledge acquisition.
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