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Journal of Medical Education

Abstract

Background: The random acquisition of knowledge in the clinical setting for students through different patient encounters makes the students feel not at ease and inequitable. Our aims are to evaluate the efficacy of the planned learning intervention and to examine whether it provides a more standardized learning experience even without seeing the actual cases during undergraduate students training period. Methods: We implemented a 2-week set of teaching materials for the 35 final undergraduate students who rotated to the Department of Paediatric Gastroenterology in planned learning group; a control group (n = 33) without teaching materials. Each day a different set of materials was read by the students and then discussed on the following day with their teachers. A pre-test and a post-test based on clinical knowledge were analyzed via Student's t-test. Results: The satisfaction rate of this course was 90% in the study group and 70% in the control group. In the study group, the average post-test score was 90.6 ± 20.0 (60 - 100) in comparison with a pre-test score of 50.4 ± 24.5 (0 - 100) (t = -7.75, P ＜ 0.001). In the control group, the average post-test score was 67.3 ± 20.0 (50 - 90) in comparison with a pre-test score of 50.8 ± 18.8 (10-80) (t = -1.93, P = 0.068). Conclusions: Planned learning allows students to know ahead of time what they will be taught, therefore assisting their learning process. This can assist them to learn more than via an unplanned random acquisition of knowledge type of teaching.

First Page

81

Last Page

86

DOI

10.6145/jme201709

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