The Impact of Education Reform: An Asian Medical School's Experience

This study assessed the effectiveness of education reforms on student-reported learning outcomes at the end of the 5-year medical school (M5) and 1-year internship (HO) in 2006, 2007 and 2008. A self-administered anonymous survey with 17 learning outcomes assessed, derived from Harden's Three-Circle Outcomes Model for outcomes-based education, was administered to 683 students at the end of medical school (M5) and internship (HO) from 2006, 2007 and 2008. We identified learning outcomes which changed significantly for internship (Cohorts A, B and C) and medical school (Cohorts B, C and D) between cohorts from 2006 to 2008, and compared learning outcomes between medical school and internship within cohorts (i.e. Cohort B which was M5 in 2006 and HO in 2007; Cohort C which was M5 in 2007 and HO in 2008). The proportion of students who agreed that medical school helped them achieve learning outcomes increased significantly from 2006 to 2008 for 15 out of 17 learning outcomes assessed. The proportion of students who agreed that internship helped them achieve learning outcomes increased significantly from 2006 to 2008 for 6 learning outcomes assessed. For Cohorts B and C, internship was more effective than medical school in achieving 8 learning outcomes. Cohort C reported that internship was more effective than medical school in 3 additional learning outcomes than Cohort B: patient management, humility and dedication. We conclude that a successful journey of education reform is an ongoing process that needs to comprehensively address multifaceted components such as faculty, administration and curriculum.

Are medical students' views of an ideal physician eroding? A study on perceived qualities of a "role model" doctor before and after housemanship and between two cohorts five years apart

<p><b>INTRODUCTION</b>This study aimed to examine the impact of housemanship and cohort effect on the perceptions of what constitutes a "role model physician" between 2 cohorts of medical students.</p><p><b>MATERIALS & METHODS</b>Final year medical students of the Yong Loo Lin School of Medicine, National University of Singapore, from the classes of 2005 (pre- and post-housemanship) and class of 2009 (pre-housemanship) responded to an anonymous 25-statement questionnaire reflecting Fones et al's 25-item characterisation of a "role model" doctor. Qualitative data was also collected on student's perceived qualities of a role model doctor.</p><p><b>RESULTS</b>For the 2005 cohort pre- and post-housemanship, only 3 of the 25 items had increased in importance post-housemanship. However, when comparing the 2005 and 2009 cohorts pre-housemanship, the latter cohort placed significantly greater importance on 12 of the 25 items. Willingness to teach was identified via qualitative analysis as a new important quality of a role model doctor for medical students.</p><p><b>CONCLUSION</b>The importance placed on characteristics of "role model" physicians were relatively unchanged by housemanship within the same cohort but increased with time between 2 cohorts 5 years apart. This suggests that professional standards of an "ideal" doctor expected and aspired to by medical students may not be eroding as feared by the medical profession and society.</p>

Outcome-based approach in development of a disaster management course for healthcare workers

<p><b>INTRODUCTION</b>The Faculty of Medicine, University of Colombo, Sri Lanka provided voluntary healthcare services during the aftermath of the 2004 tsunami. At that time the faculty recognised the need to prepare the healthcare system for future disasters by enhancing the capability of healthcare workers. The development and implementation of a disaster management course for healthcare workers was identified as a priority.</p><p><b>METHOD</b>An outcome-based approach was used to develop the curriculum. Qualitative and quantitative methods were used to identify the core competencies and outcomes that healthcare workers need to achieve at the end of the course. The content, teaching learning methods and assessments were aligned with the course outcomes. The course consists of 9 core modules and an elective research module. Formative and summative assessment methods were included.</p><p><b>CONCLUSION</b>Training is an important component of disaster management. The outcome-based approach provides a useful framework for developing such training programmes and ensures that needs are addressed.</p>