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Revista médica de Chile

Print version ISSN 0034-9887

Abstract

BOHM, Pauline et al. Teaching innovation in an undergraduate theoretical medicine course. Rev. méd. Chile [online]. 2020, vol.148, n.11, pp.1659-1667. ISSN 0034-9887.  http://dx.doi.org/10.4067/S0034-98872020001101659.

Background:

The School of Medicine of the Pontificia Universidad Católica de Chile implemented diverse curricular changes addressing teaching challenges, including those related to generational diversity.

Aim:

To describe the implementation and results of curricular innovation in the Theoretic Gastroenterology Course (CTG) imparted between 2008 and 2020.

Materials and Methods:

The new teaching methods consisted in the implementation of interactive sessions, research conferences, video-recorded classes, and a learning management/assessment platform. An assessment of the learning model was implemented. As bibliographic material we incorporated self-instructive material and the CTG manual was re-edited. We registered the course syllabi, evaluation surveys, and final grades.

Results:

Students dedicated more time to attend the course, from 12.2 hours before to 18 hours after the implementation of video lessons (p < 0.05). They reported improvements in the areas “Feedback” (from 6.2 to 6.6, on a scale of 1 to 7; p < 0.05) and “Grades” (from 6.3 to 6.4; p < 0.05), after implementing a learning model assessment. The score for “Information sources” increased from 6.5 to 6.6 after the re-edition of the manual (p < 0.05). The final grades were similar or significantly higher than the average grades of all the theoretical courses imparted in the same period.

Conclusions:

The CTG underwent a series of curricular modifications, allowing for a rapid adaptation to extremely dynamic academic conditions.

Keywords : Curriculum; Educational Measurement; Education, Premedical; Students; Teaching.

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