The Relationship between Academic Achievements and Curricular Changes on Anatomy Based on Basic Medical Education Examination.
10.11637/kjpa.2016.29.3.105
- Author:
Hyo Jeong HONG
1
;
Sang Pil YOON
Author Information
1. Department of Education, Sookmyung Women's University, Korea.
- Publication Type:Original Article
- Keywords:
Educational measurement;
Curriculum;
Anatomy
- MeSH:
Curriculum;
Education, Medical*;
Educational Measurement;
Follow-Up Studies;
Humans;
Schools, Medical
- From:Korean Journal of Physical Anthropology
2016;29(3):105-112
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
We attempted to investigate the effects of curricular change on a basic medical science, anatomy, based on academic achievements including Basic Medical Education Examination (BMEE). We performed an analysis between the academic years of 2011 and 2012. Independent-samples t-test for the academic achievements, paired-samples t-test for the promotion, and correlation analysis for the related subcategory of the anatomy based on the results of BMEE, which was done with SPSS 22.0. In this follow-up study for two academic years, the academic achievements decreased as the students went to the next grade under the changed curriculum of anatomy. The academic achievements decreased as the students went to the next grade in the academic year 2012 while it increased in 2011 (p<0.01). Although averages of school evaluations were similar between the academic years, the academic achievements were different from each other: it was higher in first BMEE for 2012, and in second BMEE for 2011 (p<0.05). Although the correlation was not found among school evaluations, first and second BMEE of 2011, the associations were seen both between school evaluations (p<0.01) and each BMEE (p<0.05), respectively, in 2012. These results suggested that professors of medical school should continue to lead the direction of the curriculum improvement and management depending on the academic achievement, and also to monitor all the processes, maintaining a quality of the assessment system although it might be difficult to be representative or generalize for all medial schools.
