Comparision of performance of graduating doctors trained in traditional & integrated curriculum
Date of Award
Master of Health Professions Education (MPHE)
Foundation University Medical College (FUMC) is among the few universities of Pakistan where Integrated Modular Teaching Program has been implemented. Curriculum development, teaching learning methodologies especially small group teaching, problem based learning and integrated assessment were ensured at time of implementation. Although the faculty development programs were in place and adequate manpower and resources were provided by the concerned authorities. Despite all the efforts, lot of resistance was faced from faculty and all the stakeholders. The purpose of the study was to compare the performance of graduating doctors trained in traditional & integrated curriculum with the objective to provide the contextual evidence of the performance of graduating students in professional examination undergone integrated curriculum. Methods: A cross —sectional comparative study was conducted at Foundation University Medical College (FUMC) from November 2016 to June 2017. The study was conducted on students completed study from Year 1 to 5 in FUMC in year 2015 group A and 2016 group B. Final professional examination scores of graduating students we compared of two different groups (A &B). In the year 2016, group B who went through e integrated curriculum (initial three years of their training) were compared with final professional examination scores of group A students, who had gone through traditional system (initial three years of their training) in the year 2015.Entry test scores were The pattern of examination; subjects, examiners & duration were same for both the years. Measures of central tendency, mean and standard deviation were calculated for the scores of two years. Comparisons were made for the entry examination scores and final professional examination scores of both the groups. The final professional scores of both the groups for theory and practical were also compared using 't' test. The p value less than 0.05 was considered significant. The Reliability and Validity of the scores were also ensured. Results: The overall performance of graduating students undergone integrated curriculum was (97.0%) better compared to the graduating students undergone traditional curriculum (85.2%). Comparison between the different components of exams using ANOVA test also showed improved performance of same students with the p value less than 0.05. By using reliability analysis the Cronbach's alpha is 0.744 for the overall performance and for the theory and practical examination it is 0.691 and 0.746 respectively. Conclusion: The results of the study revealed that the graduating students who had undergone integrated curriculum had improved performance in the final professional examination (Theory & practical). Over all academic performance was found to have a positive relationship with the integrated curriculum. The limitation of study include it's conduction at one institution. The possibility of extending the study to larger number of students in more than one institution can be a considered in future. Keywords: medical, curriculum, integrated, medical curriculum, teaching and learning methodologies, vertical and horizontal integrated curriculum, faculty development.
Abbas, S. (2017). Comparision of performance of graduating doctors trained in traditional & integrated curriculum (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.