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Longitudinal Retention of Anatomical Knowledge in Second-year Medical Students
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Doomernik, Denise E.; van Goor, Harry; Kooloos, Jan G. M.; ten Broek, Richard P. – Anatomical Sciences Education, 2017
The Radboud University Medical Center has a problem-based, learner-oriented, horizontally, and vertically integrated medical curriculum. Anatomists and clinicians have noticed students' decreasing anatomical knowledge and the disability to apply knowledge in diagnostic reasoning and problem solving. In a longitudinal cohort, the retention of…
Descriptors: Retention (Psychology), Medical Students, Foreign Countries, Longitudinal Studies
How Much Anatomy Is Enough?
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Bergman, Esther M.; Prince, Katinka J. A. H.; Drukker, Jan; van der Vleuten, Cees P. M.; Scherpbier, Albert J. J. A. – Anatomical Sciences Education, 2008
Innovations in undergraduate medical education, such as integration of disciplines and problem based learning, have given rise to concerns about students' knowledge of anatomy. This article originated from several studies investigating the knowledge of anatomy of students at the eight Dutch medical schools. The studies showed that undergraduate…
Descriptors: Medical Education, Undergraduate Students, Medical Schools, Problem Based Learning
The Development of Diagnostic Competence: A Comparison between a Problem-Based, an Integrated, and a Conventional Medical Curriculum.
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Schmidt, Henk G.; And Others – 1995
This study compared the diagnostic performance of 612 second-, third-, fourth-, fifth-, and sixth-year students from three Dutch medical schools who were educated in either a problem-based, an integrative, or a conventional curriculum. The students were presented with 30 carefully selected clinical cases to diagnose. The study found that, overall,…
Descriptors: Clinical Diagnosis, Conventional Instruction, Educational Methods, Experience
The Development of Diagnostic Competence: Comparison of a Problem-Based, an Integrated, and a Conventional Medical Curriculum.
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Schmidt, Henk G.; And Others – Academic Medicine, 1996
A Dutch study compared the clinical diagnostic skills of 612 medical students educated at schools with problem-based, integrated, or conventional curricula. Students responded to 30 case histories epidemiologically representative of Dutch society and all organ systems. Students trained within problem-based and integrated curricula made more…
Descriptors: Clinical Diagnosis, Comparative Analysis, Curriculum Design, Foreign Countries