EVALUATION OF PREMEDICAL CURRICULUM
- VernacularTitle:АНАГААХЫН СУУРЬ СУРГАЛТЫН ХӨТӨЛБӨРИЙН ҮНЭЛГЭЭ
- Author:
Orgil J
1
;
Tuvshinjargal Ts
1
;
Oyungoo B
2
;
Ser-Od kh
3
Author Information
1. MNUMS, School of Biomedicine
2. MNUMS, Division of Education Policy
3. MNUMS, School of Public health
- Publication Type:Journal Article
- Keywords:
Premedical, curriculum, GPA
- From:Innovation
2018;12(2):12-16
- CountryMongolia
- Language:Mongolian
-
Abstract:
BACKGROUND. Since the implementation of Pre-medical curriculum the first students have successfully finished their courses. However, formative and summative evaluation of the curriculum hasn’t been done. The purpose of this study is to analyze the correlation between satisfaction level and knowledge acquisition of the students.
MATERIAL AND METHODS. The study was completed at School of Bio-medicine of MNUMS and Division of Education and Policy. We have studied correlation of grade point average (GPA), integrated final exam score, and general admission test/entrance examination test scores (Chemistry and Biology test scores) of total of 395 students’.
RESULTS. A total of 395 students’ 4 types of test scores have been used in this study. Out of 395 students, 68 (17%) male, 327 (83%) female and 317 (80%) medical and 78 (20%) health sciences pre-medical students. Results have shown that, both general admission test score and university pre-medical GPA had a direct, average line correlation. In other words, students who have had a higher general admission test score; have scored higher GPA scores at university. The comparison of GPA with the integrated final exam score has shown a direct, average line correlation, which proves the validity of the GPA.The highest factor among was the teacher methodology skills scoring 4.0. The lowest factor was teaching facilities and student lesson load scoring 3.7.
CONCLUSION. The satisfaction level is higher the average. The student GPA, general admission test score, both have a direct or average line correlation.
