Implementation of Competency-Based Curriculum in Medical Education: Perspective of Different Roles. (29th August 2012)

• Record Type: Journal Article
• Authors: Aquilante, Aline Guerra; da Silva, Roseli Ferreira; de Souza, Mariza Borges Brito; Kishi, Renata Gianecchini Bongiovanni
• Other Names: Kelly A. E. Academic Editor.; Marlow B. Academic Editor.; Martens R. Academic Editor.
• Is Part Of: ISRN education. Volume 2012(2012)
• Publication Date: 2012-08-29
• Subjects: Education -- Research -- Periodicals; Education -- Research; Periodicals; Electronic journals; 370
• DOI: 10.5402/2012/651426
• Languages: English
• ISSNs: 2090-8652

Abstract

Abstract : This cross-sectional case study investigates the curriculum implementation at the School of Medicine at the Universidade Federal de São Carlos (UFSCar), comparing the perspectives of the different participant types involved in this training (i.e., students, lecturers, and preceptors) and the programme goals. The sample included 22 lecturers, 55 students, and 16 preceptors. The researchers created a structured questionnaire based on study indicators extracted from the following aspects of the educational programme: teaching and learning process, integration of competency areas, teaching and learning scenarios, integration of theory and practice, and assessment . A Likert scale with four response options was used to score the respondents' choices. The participants answered the questionnaire online, and the responses were entered into a MySQL database. Using this database, an analysis was conducted based on the subjects' responses and the indicators. Comparative analysis was performed using the bootstrap method for responses and analysis feasibility with a 5% empirical significance level. The teaching and learning process, integration of theory and practice, and assessment indicators were in agreement with the educational programme, while integration of competency areas and teaching and learning scenarios require greater attention to establish consistency with the educational programme and training qualifications.