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Medical Teacher Volume 42, 2020 - Issue 1
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ARTICLES

Minimal effects of reduced teaching hours on undergraduate medical student learning outcomes and course evaluations

Derek L. Choi-LundbergDivision of Medicine, School of Medicine, College of Health and Medicine, University of Tasmania, Hobart, Australia; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-3594-8585View further author information
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Hayder A. Al-AubaidyDivision of Medicine, School of Medicine, College of Health and Medicine, University of Tasmania, Hobart, Australia; ;School of Life Sciences, La Trobe University, Melbourne, Australia; ORCID Iconhttp://orcid.org/0000-0001-9564-0120View further author information
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John R. BurgessDivision of Medicine, School of Medicine, College of Health and Medicine, University of Tasmania, Hobart, Australia; View further author information
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Christine A. CliffordDivision of Medicine, School of Medicine, College of Health and Medicine, University of Tasmania, Hobart, Australia; ORCID Iconhttp://orcid.org/0000-0001-7613-7888View further author information
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William A. CuellarDivision of Medicine, School of Medicine, College of Health and Medicine, University of Tasmania, Hobart, Australia; ORCID Iconhttp://orcid.org/0000-0003-0374-9335View further author information
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Judi A. ErreyDivision of Medicine, School of Medicine, College of Health and Medicine, University of Tasmania, Hobart, Australia; View further author information
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Amanda J. HarperStudent Learning, Retention and Success, Academic Division, University of Tasmania, Hobart, Australia; ORCID Iconhttp://orcid.org/0000-0002-7980-1438View further author information
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Roslyn C. MalleyDivision of Medicine, School of Medicine, College of Health and Medicine, University of Tasmania, Hobart, Australia; ORCID Iconhttp://orcid.org/0000-0002-3289-5270View further author information
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Renee M. RossDivision of Medicine, School of Medicine, College of Health and Medicine, University of Tasmania, Hobart, Australia; ORCID Iconhttp://orcid.org/0000-0001-8361-2712View further author information
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Anne-Marie M. WilliamsDivision of Medicine, School of Medicine, College of Health and Medicine, University of Tasmania, Hobart, Australia; ;Division of Paramedicine, School of Medicine, College of Health and Medicine, University of Tasmania, Hobart, AustraliaORCID Iconhttp://orcid.org/0000-0002-1545-174XView further author information
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Richard HaysDivision of Medicine, School of Medicine, College of Health and Medicine, University of Tasmania, Hobart, Australia; ORCID Iconhttp://orcid.org/0000-0002-3875-3134View further author information
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Pages 58-65 | Published online: 22 Aug 2019

Citations (13)

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Read on this site (5)

Peng Zhang, Liang Ji, Guomin Zhou & Xuan Yao. (2022) A commentary on the practice of integrated medical curriculum in the interdisciplinary field of medical engineering. Annals of Medicine 54:1, pages 812-819.
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T. A. Hannan, L. Syed, M. A. Anis-Alavi & M. Umer. (2020) Medical students’ perspectives on the ‘effects of reduced teaching hours on undergraduate medical student learning outcomes and course evaluations’. Medical Teacher 42:7, pages 837-837.
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Lakshiv Dhingra & Richard Phillips. (2020) Reducing teaching hours, increasing wellbeing?. Medical Teacher 42:7, pages 838-839.
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Jordan W. Appleyard. (2020) Using a flipped classroom approach in medical education: A medical student’s perspective. Medical Teacher 42:7, pages 839-840.
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Luxshini Selvarajah & Nivaran Aojula. (2020) Decreasing teaching hours for undergraduate medical students: A step in the right direction?. Medical Teacher 42:7, pages 838-838.
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Articles from other publishers (8)

Krisy-Ann Thornby, Gayle A. Brazeau & Aleda M.H. Chen. (2023) Reducing Student Workload Through Curricular Efficiency. American Journal of Pharmaceutical Education 87:8, pages 100015.
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Betül ÖZAYDIN ÖZKARA & Güray TONGUÇ. (2023) ÇEVRİMİÇİ ORTAMDA ÖĞRENCİLERİN DERSE KATILIMLARINI VE DERSTE GEÇİRDİKLERİ SÜREYİ ETKİLEYEN FAKTÖRLERİN İNCELENMESİINVESTIGATION OF FACTORS AFFECTING STUDENTS' ATTENDANCE AND THE TIME SPEED IN THE COURSE IN THE ONLINE ENVIRONMENT. Eğitim Teknolojisi Kuram ve Uygulama 13:1, pages 254-271.
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Chang Lu & Maria Cutumisu. (2022) Online engagement and performance on formative assessments mediate the relationship between attendance and course performance. International Journal of Educational Technology in Higher Education 19:1.
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Sujin Yoo, Changbae Mun, Minjong Cheon, Ook Lee, Yoonki Rhee & Hyodong Ha. (2022) A Study on the Factors Affecting Academic Achievement in the Non-Face-to-Face Class Environment Due to COVID-19: Focusing on Computer Liberal Arts Education Class. Sustainability 14:11, pages 6547.
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Elizabeth Paige Hart, Jennifer Brueckner-Collins & Jessica S Bergden. (2021) A Qualitative Examination Detailing Medical Student Experiences of a Novel Competency-Based Neuroanatomy eLearning Intervention Designed to Bridge a Gap Within an Integrated Medical Curriculum. Journal of Medical Education and Curricular Development 8, pages 238212052110352.
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Orlando Caetano & Nicola Dallimore. 2021. Exploring Disciplinary Teaching Excellence in Higher Education. Exploring Disciplinary Teaching Excellence in Higher Education 75 90 .
Christine Byrnes, Vaishnavi Anu Ganapathy, Melinda Lam, Lise Mogensen & Wendy Hu. (2020) Medical student perceptions of curricular influences on their wellbeing: a qualitative study. BMC Medical Education 20:1.
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Timothy A. Bodisco & Stuart Palmer. (2020) Presentation and Evaluation of a New Graduate Unit of Study in Engineering Product Development. Sustainability 12:14, pages 5749.
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