Impact of the transition from a conventional to an integrated contextual medical curriculum on students' learning patterns: A longitudinal study

Abstract

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.

Additional information

Notes on contributors

J. Van der Veken

J. VAN DER VEKEN is currently a research associate of the Department of Educational Quality Assurance. He developed and implemented an innovative random sample method for measuring workload and learning context university-wide. He did research on evaluation of OSCE, teaching staff, entrance selection, clerkships and learning patterns.

M. Valcke

MARTIN VALCKE is currently head of the Department of Educational Studies. His specialised in research focusing on the innovation of higher education. This implies research about change management next to micro-level research about the implementation of collaborative learning, innovative learning materials and evaluation approaches. A large part of his research is set up in developing countries.

J. De Maeseneer

JAN DE MAESENEER is full Professor at Department of Family Medicine and Primary Health Care of Ghent University. As chairman of the Curriculum Development Committee, he is involved in the transition from a discipline oriented towards an integrated contextual medical curriculum at Ghent University. His other research interests are health services, accessibility of health care and interdisciplinary cooperation. He is also involved in projects for development of family medicine in developing countries.

A. Derese

ANSELM DERESE is a associate Professor of Medical Education at Ghent University. He is the director of the Centre for Education Development and of the Skillslab of the Faculty of Medicine and Health Sciences. His research focuses on communication, curriculum innovation and on reflection in the framework of portfolio learning.