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The application of educational objectives within a classical institutional framework
Author(s) -
MOULOPOULOS S. D.,
SIDERIS D. A.,
STAMATELOPOULOS S. F.
Publication year - 1980
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.1980.tb02612.x
Subject(s) - class (philosophy) , final examination , medical education , psychology , mathematics education , subject (documents) , physical examination , adaptation (eye) , institution , medicine , surgery , computer science , artificial intelligence , neuroscience , library science , political science , law
Summary The aim of this study was to evaluate a learning system based on educational objectives as applied at departmental level in an institution structurally and functionally preset to conventional methods. The subject of Clinical Therapeutics was divided into 453 specific objectives. Classes A and B (457 and 345 students respectively) were divided into twelve and thirteen groups respectively. The groups which studied the objectives took an anonymous examination using multiple choice questionnaires before and at the end of the course. Class C (155 students, nine groups) was taught conventionally by teachers in the ward and by lectures. In the final examination each student was examined on eight of the objectives, in one topic and (only classes A and B) on a patient. A final score was obtained from the previous scores. In class C four examiners scored the same response to the same question independently. An analysis of the results showed that the examination based on educational objectives improved the agreement and eliminated the leniency differences among various examiners. However, the postcourse examination showed an unsatisfactory degree of progress in the group performances. The final examination bore no relationship to the postcourse performance of the groups, the only determinant of the final result being the precourse performance of the groups, i.e. the general standard of the class. The inadequacy of the system is attributed to more general causes than those operating at departmental level and to difficulties in adaptation to a new system by both the students and the teaching staff.