The Harvard Medical School Pathways curriculum: A comprehensive curricular evaluation

课程 医学教育 医学 医学院 心理学 教育学
作者
Amy Sullivan,Edward Krupat,Jules L. Dienstag,Jakob I. McSparron,Stephen R. Pelletier,Sara B. Fazio,Thomas J. Fleenor,John L. Dalrymple,Edward M. Hundert,Richard M. Schwartzstein
出处
期刊:Medical Teacher [Informa]
卷期号:44 (11): 1268-1276 被引量:4
标识
DOI:10.1080/0142159x.2022.2081142
摘要

The Harvard Medical School Pathways curriculum represents a major reform effort. Our goals were to enhance reasoning and clinical skills and improve the learning environment and students' approach to learning via use of collaborative, case-based pedagogy; early clinical exposure; and enhanced approaches to teaching and evaluating clinical skills. We evaluated the impact of Pathways on key outcomes related to these goals.In this prospective, mixed-methods study, we compared the last prior-curriculum cohort (2014 matriculation, n = 135) and first new-curriculum cohort (2015 matriculation, n = 135). Measures included Likert-type surveys, focus groups, and test scores to assess outcomes.Compared with prior-curriculum students, new-curriculum students reported higher mean preclerkship learning environment ratings (Educational Climate Inventory, 62.4 versus 51.9, p < 0.0001) and greater satisfaction with the quality of their preclerkship education (88% versus 73%, p = 0.0007). Mean USMLE Step-1 and Step-2 scores did not differ between groups. At graduation, new-curriculum students rated their medical school experience higher in 6 of 7 domains, including 'fostering a culture of curiosity and inquiry' (4.3 versus 3.9, p = 0.006) and focus on 'student-centered learning' (3.9 versus 3.4, p = 0.002).The new curriculum outperformed or was equal to the prior one on most measures of learning environment and perceived quality of education, without a decline in medical knowledge or clinical skills. Robust longitudinal evaluation provided important feedback for ongoing curriculum improvement.
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