ArticleAdvances in medical education and practice2018
Matching medical student achievement to learning objectives and outcomes: a paradigm shift for an implemented teaching module.
Article in Advances in medical education and practice, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
10 citing papers in PubMed, 20 citations in OpenAlex.
- Article
- Effectiveness of Journal Club Presentation as a Learning Modality in the Endocrinology and Endocrine Surgery Module in an Integrative Undergraduate Medical Curriculum.Advances in medical education and practice · 2023Article
- The Prevalence of Stress Among Medical Students Studying an Integrative Curriculum During the COVID-19 Pandemic.Advances in medical education and practice · 2022Article
- Perception of Pathology of Otolaryngology-Related Subjects: Students' Perspective in an Innovative Multidisciplinary Classroom.Advances in medical education and practice · 2020Article
- A novel approach to teaching dermatology and plastic surgery in a combined module for undergraduate medical students.Advances in medical education and practice · 2019Article
- Integrated pathology and radiology learning for a musculoskeletal system module: an example of interdisciplinary integrated form.Advances in medical education and practice · 2018Article
- Medical student perspectives on integrated teaching within medical school.Advances in medical education and practice · 2018Article
- Integrated pathology and radiology learning for a musculoskeletal system module: an example of interdisciplinary integrated form.Advances in medical education and practice · 2018Article
- The efficacy of self-directed learning versus problem-based learning for teaching and learning ophthalmology: a comparative study.Advances in medical education and practice · 2018Article
- Mapping of pathology curriculum as quadriphasic model in an integrated medical school: how to put into practice?Advances in medical education and practice · 2018Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionLow student achievement in a basic imaging module was the impetus for an assessment of the module.
methodsA valid, reliable, and structured Likert scale was designed to measure the degree of student satisfaction with the domains of the module, including learning objectives (LO), teaching strategy and tools (TT), assessment tools (AT), and allotted credit hours (CH). Further analysis was conducted of student dissatisfaction to determine the subdomain in which module improvement was to be implemented. Statistical analysis of data among Likert scale domains was conducted.
resultsLikert scale data showed the TT domain to be the major reason for low student achievement. Statistical studies revealed 57/117 students (48.6%) were dissatisfied with TT, compared with LO 16/117 (13.6%), AT 54/117 (46.1%), and CH 12/117 (10.2%). Significant
conclusionThe major reason for low student achievement was the teaching tools, particularly the lectures. Major modifications to lectures improved student achievement. The students and most of the teaching staff were highly satisfied with the modifications, which provided for reciprocal discussion and interaction. These results should encourage and guide other medical schools to investigate the points of weakness in their curriculum.
Indexed as
Identifiers
What Socratic holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.