An evaluation of the internal validity of specific learning outcomes in phase II of a revised undergraduate medical curriculum

[摘要] ENGLISH ABSTRACT:The Faculty of Medicine at the University of Stellenbosch has implemented anextensively revised undergraduate medical curriculum. Exit outcomes, thathave been entitled the Profile of the Stellenbosch Doctor, have beenformulated for the programme. The revised curriculum is presented in threephases. Phase I involves the study of non-clinical subjects under the guidanceof the Faculties of Natural Sciences and Economic & Management Sciences.Phase II involves the study of subjects that lay the groundwork for the thirdphase. Phase III involves the study of pre-clinical and clinical subjects in anintegrated fashion. The intended outcomes of phases II and III wereelaborated by the formulation of specific learning outcomes.Determining whether the specific outcomes formulated for each module areachieved will be one aspect of quality assurance in the revised curriculum.This could be done by investigating the relationship between assessment andthe specific outcomes. If, however, specific outcomes for the various modulesare not congruent with the exit outcomes for the programme, then studentassessment will be invalid as regards the programme outcomes.This study therefore entailed a formative evaluation of part of phase II of therevised curriculum. The aims of the study were, firstly, to determine thedegree of congruence between the specific outcomes formulated for phase IIand the exit outcomes for the programme and, secondly, to explore why theobserved degree of congruence exists.The research strategy employed was a case study. The research techniquesused were a document analysis and two questionnaire surveys.The study found that most specific outcomes formulated for phase II of thecurriculum are congruent with one or more exit outcomes for the programme.However, few of the exit outcomes are addressed to any great extent byspecific outcomes. This raises the concern that assessment of students basedon the specific outcomes as presently formulated might not demonstratedevelopment of students towards achievement of the exit outcomes. There are indications that this lack of congruence could be due to i) a largenumber of competing demands on lecturers' time; ii) lecturers not wanting tospend time doing work prioritised by others as important; iii) perceptions thatwork related to the revised curriculum is being forced on staff withoutnecessarily consulting them; iv) a lack of reward for good teaching; v) theperception that the strategies adopted for the revised curriculum will notnecessarily benefit students.Recommendations are made as to how these findings could be confirmed andstrategies developed that could be utilised to ensure a greater degree ofcongruence between the specific and exit outcomes in future.

[发布机构] Stellenbosch University