Does change from a traditional to a new medical curriculum reduce negative attitudes among students? A quasi-experimental study

Abstract

The authors investigated whether a new type of medical school curriculum—with problem-based learning, integrated preclinical and clinical phases, and increased levels of contact between students, patients and teachers—is associated with lower levels of students’ negative attitudes towards medical training than is a traditional medical school curriculum. This association was found, and was confirmed by a comparison between students in a university that had changed from a traditional curriculum to a new curriculum. Curriculum design may explain differences in students’ attitudes towards medical school.

Additional information

Notes on contributors

Tore Gude

TORE GUDE is an Associate Professor in the Department of Behavioural Sciences in Medicine, University of Oslo.

Per Hjortdahl

PER HJORTDAHL is a Professor at the Institute of General Practice and Community Medicine at the University of Oslo.

Tor Anvik

TOR ANVIK is a University Teacher at the Institute of Community Medicine, University of Tromsø.

Anders Bærheim

ANDERS BÆRHEIM is a Professor in General Practice and Community Medicine at the University of Bergen.

Ole B. Fasmer

OLE B. FASMER is an Associate Professor at the Psychiatric Institute, University of Bergen.

Hilde Grimstad

HILDE GRIMSTAD is an Associate Professor in the Section for General Practice, Department of Public Health and Primary Care, Norwegian University of Science and Technology, Trondheim.

Reidar Tyssen

REDIAR TYSSEN is a Senior Research Fellow in the Department of Behavioural Sciences in Medicine, University of Oslo.

Øivind Ekeberg

ØIVIND EKEBERG is a Professor in the Department of Behavioural Sciences in Medicine, University of Oslo.

Per Vaglum

PER VAGLUM is a Professor in the Department of Behavioural Sciences in Medicine, University of Oslo.