PMID- 18825559
OWN - NLM
STAT- MEDLINE
DCOM- 20100125
LR  - 20220408
IS  - 1466-187X (Electronic)
IS  - 0142-159X (Linking)
VI  - 31
IP  - 5
DP  - 2009 May
TI  - Impact of the transition from a conventional to an integrated contextual medical 
      curriculum on students' learning patterns: a longitudinal study.
PG  - 433-41
LID - 10.1080/01421590802141159 [doi]
AB  - BACKGROUND: Until now, most research studying the impact of curriculum 
      innovations on student learning patterns was restricted to short term or 
      cross-sectional research. AIM: Studying longitudinal changes in student learning 
      patterns parallel to the implementation of a curriculum innovation from a 
      discipline based to an integrated contextual medical curriculum (ICMC). METHODS: 
      A post hoc study applying General Linear Model ANOVA one-way repeated-measures. 
      The inventory of learning styles(126-item version) is used to determine changes 
      in student learning patterns. RESULTS: Though not all hypotheses could be 
      accepted, the results suggest a significant impact of the ICMC on learning 
      processing strategies; regulation strategies; and on learning orientations. The 
      clear build-up of the curriculum and vertical and horizontal integration of 
      subject knowledge seem to have significantly reduced lack of regulation and 
      promoted at an earlier stage structuring, relating, critical processing and 
      vocational-orientation. The effect on use of sources of knowledge, 
      self-regulation of learning content and certificate-orientation was less 
      important than expected. It was yet not possible to confirm the hypothesis that 
      ICMC students become better in translating study topics into their own phrasing 
      or expressions; and neither the expected impact on vocation-orientation could be 
      confirmed. CONCLUSIONS: There is little doubt that the present results are 
      important to curriculum (re)designers and those interested in the evaluation of 
      curriculum reforms.
FAU - Van der Veken, J
AU  - Van der Veken J
AD  - Unit of Education Development, Faculty of Medicine and Health Sciences, Ghent 
      University, Belgium. jos.vanderveken@ugent.be
FAU - Valcke, M
AU  - Valcke M
FAU - De Maeseneer, J
AU  - De Maeseneer J
FAU - Derese, A
AU  - Derese A
LA  - eng
PT  - Journal Article
PL  - England
TA  - Med Teach
JT  - Medical teacher
JID - 7909593
SB  - IM
MH  - Adolescent
MH  - Analysis of Variance
MH  - Cross-Sectional Studies
MH  - Curriculum/*standards
MH  - *Diffusion of Innovation
MH  - Education, Medical, Undergraduate/*methods
MH  - Female
MH  - Humans
MH  - *Learning
MH  - Longitudinal Studies
MH  - Male
MH  - Young Adult
EDAT- 2008/10/01 09:00
MHDA- 2010/01/26 06:00
CRDT- 2008/10/01 09:00
PHST- 2008/10/01 09:00 [pubmed]
PHST- 2010/01/26 06:00 [medline]
PHST- 2008/10/01 09:00 [entrez]
AID - 903190149 [pii]
AID - 10.1080/01421590802141159 [doi]
PST - ppublish
SO  - Med Teach. 2009 May;31(5):433-41. doi: 10.1080/01421590802141159.