First graduates' perceptions on a problem-based and task-based learning curriculum

Abstract

Introduction: Determination of graduates' perceptions and suggestions is essential in the evaluation of educational programmes. Dokuz Eylul University School of Medicine (DEUSM), the country's first medical school implementing a Problem-Based Learning (PBL) and Task-Based Learning (TBL) programme, graduated the first students of its new educational programme starting from the 2002-2003 academic year. The aim of the present study is to determine first graduates' perceptions on their self-efficacy and school's educational programme's efficacy.

Methods: In June 2003, 51 graduating students were asked to use five-point scales to evaluate: the content of the educational programme, the educational methods, communication with educators, assessment methods and instruments, the efficacy of each year of their undergraduate programme and the overall program, their satisfaction levels about educational programme regarding the acquisition of knowledge and skills, their self-efficacy and contentment level of being a physician.

Results: In the content of educational programme, the highest score was attributed to "acquisition of behavioural objectives" and the lowest score to "acquisition of basic science knowledge". Regarding the efficacy of educational programme, the highest score was attributed to "communication with educators". The highest scores regarding the satisfaction levels on the acquisition of knowledge and skills provided by the School were attributed to "implementing basic professional procedures" and "history taking" and the lowest score to "selecting appropriate treatment".

Conclusion: The graduating students' mainly positive evaluations regarding the efficacy of DEUSM's new educational programme were considered as supportive reflections on the new educational programme. Further studies to monitor our graduates' future professional performances are being envisaged.