Students' perceptions of teaching innovations in medical school

Are things changing

Dados Bibliográficos

ID2155153
AutoresBrenda S Wilson (University of North Carolina at Greensboro), David J Pratto (University of North Carolina at Greensboro), James K Skipper (University of North Carolina at Greensboro)
Ano1992
Volume12
Fascículo1
Páginas53-72
Data de publicação1992-01-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoSociological Spectrum (JOURNAL)
Identificadores do periódicoISSN: 0273-2173 • E-ISSN: 1521-0707
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02732173.1992.9981987
OpenAlexW2025591674
IdiomaEN
Citações recebidas2
Referências citadas12

This research traces medical students’ perceptions of the first year of medical training in an experimental, problem‐based curriculum. The purpose of the study was to ascertain whether their learning experiences differ from what has been reported about perceptions in traditional training programs. A content analysis of structured student diaries revealed that their experiences follow closely the three‐phase model described by Becker, Geer, Strauss and Hughes (1961). The students shift from their initial perspective of “wanting to learn it all,” to a provisional perspective of “can't learn it all,” to a final perspective of “learn what the faculty wants.” We conclude that, without changing the institutional structure of the medical school, curricular reforms are not likely to change students’ perception of their socialization into medicine

Curriculum · Mathematics education · Medical education · Medical school · Pedagogy · Perception · Socialization · Computer Science · Evaluation of Teaching Practices · Innovations in Medical Education · Medicine · Problem and Project Based Learning · Psychology · Social Psychology