Impact of the curriculum system on the quality of stomatology graduates: a multivariable analysis.
Curriculum system
Graduate quality
Higher education
Regression analysis
Stomatology
Teaching innovation
Journal
BMC medical education
ISSN: 1472-6920
Titre abrégé: BMC Med Educ
Pays: England
ID NLM: 101088679
Informations de publication
Date de publication:
20 Sep 2024
20 Sep 2024
Historique:
received:
29
01
2024
accepted:
03
09
2024
medline:
21
9
2024
pubmed:
21
9
2024
entrez:
20
9
2024
Statut:
epublish
Résumé
The curriculum system is a central component in achieving the goals and specifications of talent training schemes. However, problems and difficulties exist in curriculum provision due to a lack of curriculum system design logic. This study aimed to investigate the correlation between the university curriculum system and graduate quality and to reveal the design logic of the curriculum system. A total of 699 stomatology graduates from a university in Zhejiang were selected as research subjects from 2015 to 2022. The students' curriculum system and graduate quality data were collected and classified. The graduate quality information contained (1) the National Board Dental Examination (NBDE) pass rate and score, (2) the postgraduate entrance rate and destination, and (3) the employment rate and work institution. Regression analysis was also conducted to assess the correlation between the curriculum system and graduate quality. Regression analysis revealed significant associations between general education, specialization, and stomatology X courses and NBDE score, postgraduate entrance rate and destination, and work institution. All courses except public elective courses had significant impacts on NBDE score. General basic, medical English, and employment guidance courses significantly influenced the postgraduate entrance rate and destination. Restricted elective and public elective courses had significant effects on employment rate and work institution. Increasing the quality of specialized and stomatology X courses in the curriculum system is beneficial for deepening graduates' expertise and enhancing their education. Moreover, English courses are suggested to be offered in the early stage to lay a better language foundation.
Sections du résumé
BACKGROUND
BACKGROUND
The curriculum system is a central component in achieving the goals and specifications of talent training schemes. However, problems and difficulties exist in curriculum provision due to a lack of curriculum system design logic. This study aimed to investigate the correlation between the university curriculum system and graduate quality and to reveal the design logic of the curriculum system.
METHODS
METHODS
A total of 699 stomatology graduates from a university in Zhejiang were selected as research subjects from 2015 to 2022. The students' curriculum system and graduate quality data were collected and classified. The graduate quality information contained (1) the National Board Dental Examination (NBDE) pass rate and score, (2) the postgraduate entrance rate and destination, and (3) the employment rate and work institution. Regression analysis was also conducted to assess the correlation between the curriculum system and graduate quality.
RESULTS
RESULTS
Regression analysis revealed significant associations between general education, specialization, and stomatology X courses and NBDE score, postgraduate entrance rate and destination, and work institution. All courses except public elective courses had significant impacts on NBDE score. General basic, medical English, and employment guidance courses significantly influenced the postgraduate entrance rate and destination. Restricted elective and public elective courses had significant effects on employment rate and work institution.
CONCLUSIONS
CONCLUSIONS
Increasing the quality of specialized and stomatology X courses in the curriculum system is beneficial for deepening graduates' expertise and enhancing their education. Moreover, English courses are suggested to be offered in the early stage to lay a better language foundation.
Identifiants
pubmed: 39304844
doi: 10.1186/s12909-024-05989-9
pii: 10.1186/s12909-024-05989-9
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
1032Subventions
Organisme : Zhejiang Provincial Higher Education Teaching Reform Research Project
ID : （jg20220767）
Organisme : Zhejiang Provincial Higher Education Teaching Reform Research Project
ID : （jg20220767）
Organisme : Zhejiang Provincial Higher Education Teaching Reform Research Project
ID : （jg20220767）
Organisme : Zhejiang Provincial Higher Education Teaching Reform Research Project
ID : （jg20220767）
Informations de copyright
© 2024. The Author(s).
Références
Jingyu Yuan. Several Issues Concerning University Curriculum Revision. China Higher Education Research. 2019,2,6–9. https://doi.org/10.16298/j.cnki.1004-3667.2019.02.02
Ma J, Jiang X, Wang J, Liang Z, Sun Z, Qian H, Gong A. The construction and application of a blended teaching model under the strategic background of healthy China. Biochem Mol Biol Educ. 2022;50(1):114–9. https://doi.org/10.1002/bmb.21591 . Epub 2021 Dec 2. PMID: 34854213; PMCID: PMC9300038.
doi: 10.1002/bmb.21591
Fu Y, Ling J, Jang B, Yin H. Perspectives on dental education in mainland China. Int Dent J, 2006;56(5):265 – 71. https://doi.org/10.1111/j.1875595x.2006.tb00099.x . PMID: 17069068.
Harcher E, Fakolade A, Gordon D, et al. Design and implementation of a health systems science curriculum at a large teaching hospital. BMC Med Educ. 2022;22:643. https://doi.org/10.1186/s12909-022-03706-y .
doi: 10.1186/s12909-022-03706-y
Goldstein M, Lunn M, Peng L. What makes a top research medical school? A call for a new model to evaluate academic physicians and medical school performance. Acad Med. 2015;90(5):603–8. https://doi.org/10.1097/ACM.0000000000000646 .
doi: 10.1097/ACM.0000000000000646
Norcini JJ, McKinley DW. Assessment methods in medical education[J]. Teach Teacher Educ. 2007;23(3):239–50. https://doi.org/10.1016/j.tate.2006.12.021 .
doi: 10.1016/j.tate.2006.12.021
Collins GS, Reitsma JB, Altman DG, Moons KG. Transparent reporting of a multivariable prediction model for individual prognosis or diagnosis (TRIPOD): the TRIPOD statement. BMJ. 2015;350:g7594. https://doi.org/10.1136/bmj.g7594 . PMID: 25569120.
Zhang L, Yu HY, Ye L, Zheng Q, Zhou X. Competency oriented management: a training pattern of elite stomatology student. Hua Xi Kou Qiang Yi Xue Za Zhi. 2013;31(1):104–6. Chinese. PMID: 23484315.
Tianjun, Liu. Research on the motivation and influencing factors of college students taking postgraduate entrance examination -- An empirical analysis based on the sample survey of 6 colleges and universities in Shaanxi Province[J]. High Financial Educ Res 2013,16(04):71–510.13782/j.cnki.2095-106x.2013.04.018
Julian ER. Validity of the Medical College Admission Test for predicting medical school performance. Acad Med. 2005;80(10):910-7. https://doi.org/10.1097/00001888-200510000-00010 . PMID: 16186610.
Gauer JL, Wolff JM, Jackson JB. Do MCAT scores predict USMLE scores? An analysis on 5 years of medical student data. Med Educ Online. 2016;21:31795. https://doi.org/10.3402/meo.v21.31795 . PMID: 27702431; PMCID: PMC5045966.
doi: 10.3402/meo.v21.31795
Al-Eyd G, Achike F, Agarwal M, et al. Curriculum mapping as a tool to facilitate curriculum development: a new School of Medicine experience. BMC Med Educ. 2018;18:185. https://doi.org/10.1186/s12909-018-1289-9 .
doi: 10.1186/s12909-018-1289-9
Cottrell, S., Hedrick, J. S., Lama, A., Chen, B., West, C. A., Graham, L., … Wright,M. (2016). Curriculum Mapping: A Comparative Analysis of Two Medical School Models.Medical Science Educator, 26(1), 169–174. https://doi.org/10.1007/s40670-016-0225-z .
H.TAIT, N.ENTWISTLE. Identifying students at risk through ineffective study strategies[J]. High Educ. 1996;31(1):97–116. https://doi.org/10.1007/BF00129109 .
doi: 10.1007/BF00129109
Blake RL, Hosokawa MC, Riley SL. Student performances on Step 1 and Step 2 of the United States Medical Licensing Examination following implementation of a problem-based learning curriculum. Acad Med. 2000;75(1):66–70. https://doi.org/10.1097/00001888-200001000-00017 . PMID: 10667879.
Eysenck MW, Derakshan N, Santos R, Calvo MG. Anxiety and cognitive performance: attentional control theory. Emotion. 2007;7(2):336 – 53. https://doi.org/10.1037/1528-3542.7.2.336 . PMID: 17516812.
Chen DP, Chang SW, Burgess A, Tang B, Tsao KC, Shen CR, Chang PY. Exploration of the external and internal factors that affected learning effectiveness for the students: a questionnaire survey. BMC Med Educ. 2023;23(1):49. https://doi.org/10.1186/s12909-023-04035-4 . PMID: 36690973; PMCID: PMC9868504.
doi: 10.1186/s12909-023-04035-4
BONSAKSEN. TORE.Predictors of academic performance and education programme satisfaction in occupational therapy students[J]. Br J Occup Therapy 2016,79(6):361–7. https://doi.org/10.1177/0308022615627174
Chinese higher Stomatology education curriculum system and teaching content reform research group, Wang J, Yuan C et al. A survey report of graduates on the reform of teaching content and curriculum system of Stomatology specialty[J]. High Med Educ China, 2000(04):29–31.
Ngwira FF, Kamwaza M, Rashid S, Boby G, Kadzakumanja G. Medical and allied health students’ self–regulated learning: the interplay between motivational beliefs and learning strategies. J Contemp Med Edu. 2019;9(1):1–11. https://doi.org/10.5455/jcme.20181013060753 .
doi: 10.5455/jcme.20181013060753
English L, Luckett P, Mladenovic R. Encouraging a deep approach to learning through curriculum design. Acc Educ. 2004;13(4):461–88. https://doi.org/10.1080/0963928042000306828 .
doi: 10.1080/0963928042000306828
Ward PJ. Influence of study approaches on academic outcomes during pre-clinical medical education. Med Teach. 2011;33(12):e651-62. https://doi.org/10.3109/0142159X.2011.610843 . PMID: 22225447.
Godefrooij MB, Diemers AD, Scherpbier AJ. Students’ perceptions about the transition to the clinical phase of a medical curriculum with preclinical patient contacts; a focus group study. BMC Med Educ. 2010;10:28. https://doi.org/10.1186/1472-6920-10-28 . PMID: 20367885; PMCID: PMC2864282.
doi: 10.1186/1472-6920-10-28
Littlewood S, Ypinazar V, Margolis SA, Scherpbier A, Spencer J, Dornan T. Early practical experience and the social responsiveness of clinical education: systematic review. BMJ. 2005;331(7513):387–91. https://doi.org/10.1136/bmj.331.7513.387 . PMID: 16096306; PMCID: PMC1184253.
doi: 10.1136/bmj.331.7513.387
Windish DM, Paulman PM, Goroll AH, Bass EB. Do clerkship directors think medical students are prepared for the clerkship years? Acad Med. 2004;79(1):56–61. https://doi.org/10.1097/00001888-200401000-00013 . PMID: 14690998.
Paas F, Renkl A, Sweller J. Cognitive load theory and instructional design:recent developments. Educ Psychol. 2003;38(1):1–4. https://doi.org/10.1207/S15326985EP3801_1 .
doi: 10.1207/S15326985EP3801_1
Ling J, Fu Y. Recent changes in the curriculum of Chinese dental schools. J Dent Educ. 2007;71(11):1447-56. PMID: 17971575.
Hubbard KK, Blyler D. Improving Academic Performance and Working Memory in Health Science Graduate Students Using Progressive Muscle Relaxation Training. Am J Occup Ther. 2016 Nov/Dec;70(6):7006230010p1-7006230010p8. https://doi.org/10.5014/ajot.2016.020644 . PMID: 27767946.
Viana RB, Campos MH, Santos DAT, Xavier ICM, Vancini RL, Andrade MS, de Lira CAB. Improving Academic Performance of Sport and Exercise Science Undergraduate Students in Gross Anatomy Using a Near-Peer Teaching Program. Anat Sci Educ. 2019;12(1):74–81. doi: 10.1002/ase.1790. Epub 2018 Apr 16. PMID: 29659165.