The influence of objectives, learning experiences and examination blueprint on medical students' examination preparation
<p>Abstract</p> <p>Background</p> <p>The influence of intended and informal curricula on examination preparation has not been extensively studied. This study aims to firstly describe how students utilized components of intended and informal curricula to guide examinatio...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2005-12-01
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| Series: | BMC Medical Education |
| Online Access: | http://www.biomedcentral.com/1472-6920/5/39 |
| _version_ | 1818827288330895360 |
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| author | Muruve D Lim T Woloschuk W Coderre S McLaughlin K Mandin H |
| author_facet | Muruve D Lim T Woloschuk W Coderre S McLaughlin K Mandin H |
| author_sort | Muruve D |
| collection | DOAJ |
| description | <p>Abstract</p> <p>Background</p> <p>The influence of intended and informal curricula on examination preparation has not been extensively studied. This study aims to firstly describe how students utilized components of intended and informal curricula to guide examination preparation, and secondly to study the relationship between examination preparation and performance.</p> <p>Methods</p> <p>Students received a pre-examination questionnaire to identify components from the intended curriculum (objectives and examination blueprint), and informal curriculum (content emphasised during lectures and small groups), used during examination preparation. Multiple logistic regression was used to study the relationship between these variables and student performance (above versus at or below average).</p> <p>Results</p> <p>Eighty-one students participated. There was no difference in the proportions using the examination blueprint, content emphasised during lectures, and content emphasised during small groups (87 – 93%) but fewer students used objectives (35%, p < 0.001). Objectives use was associated with reduced odds of above average examination performance (adjusted odds ratio 0.27 [0.07, 0.97], p = 0.04).</p> <p>Conclusion</p> <p>When preparing for the renal course examination, students were influenced at least as much by the informal as the intended curriculum. Of the two intended curriculum components, the examination blueprint appeared to be more widely used than the course objectives. This decreased use of objectives on examination preparation did not appear to have a detrimental effect on student performance.</p> |
| first_indexed | 2024-12-19T00:41:10Z |
| format | Article |
| id | doaj.art-e59d08624a714e1caff195f2e9f86399 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-19T00:41:10Z |
| publishDate | 2005-12-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-e59d08624a714e1caff195f2e9f863992022-12-21T20:44:31ZengBMCBMC Medical Education1472-69202005-12-01513910.1186/1472-6920-5-39The influence of objectives, learning experiences and examination blueprint on medical students' examination preparationMuruve DLim TWoloschuk WCoderre SMcLaughlin KMandin H<p>Abstract</p> <p>Background</p> <p>The influence of intended and informal curricula on examination preparation has not been extensively studied. This study aims to firstly describe how students utilized components of intended and informal curricula to guide examination preparation, and secondly to study the relationship between examination preparation and performance.</p> <p>Methods</p> <p>Students received a pre-examination questionnaire to identify components from the intended curriculum (objectives and examination blueprint), and informal curriculum (content emphasised during lectures and small groups), used during examination preparation. Multiple logistic regression was used to study the relationship between these variables and student performance (above versus at or below average).</p> <p>Results</p> <p>Eighty-one students participated. There was no difference in the proportions using the examination blueprint, content emphasised during lectures, and content emphasised during small groups (87 – 93%) but fewer students used objectives (35%, p < 0.001). Objectives use was associated with reduced odds of above average examination performance (adjusted odds ratio 0.27 [0.07, 0.97], p = 0.04).</p> <p>Conclusion</p> <p>When preparing for the renal course examination, students were influenced at least as much by the informal as the intended curriculum. Of the two intended curriculum components, the examination blueprint appeared to be more widely used than the course objectives. This decreased use of objectives on examination preparation did not appear to have a detrimental effect on student performance.</p>http://www.biomedcentral.com/1472-6920/5/39 |
| spellingShingle | Muruve D Lim T Woloschuk W Coderre S McLaughlin K Mandin H The influence of objectives, learning experiences and examination blueprint on medical students' examination preparation BMC Medical Education |
| title | The influence of objectives, learning experiences and examination blueprint on medical students' examination preparation |
| title_full | The influence of objectives, learning experiences and examination blueprint on medical students' examination preparation |
| title_fullStr | The influence of objectives, learning experiences and examination blueprint on medical students' examination preparation |
| title_full_unstemmed | The influence of objectives, learning experiences and examination blueprint on medical students' examination preparation |
| title_short | The influence of objectives, learning experiences and examination blueprint on medical students' examination preparation |
| title_sort | influence of objectives learning experiences and examination blueprint on medical students examination preparation |
| url | http://www.biomedcentral.com/1472-6920/5/39 |
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