Resumen
Introduction: The Faculty of Medicine redesigned its curricular model, integrating the courses of the area of basic sciences into systems. We evaluated the results of these changes comparing two groups of graduates. Objective: Evaluate the impact of curricular change on performance and the academic environment. Methods: Cross-sectional comparative study, with a mixed focus. Quantitative variables were analyzed, indicative of academic performance and qualitative variables that demonstrated the students’ perception of the academic environment, as well as the teachers’ perception of the changes to their workload and the students’ performance. Results: We included 104 regular students graduated from two curricular models. There were no significant findings on differences between the compared averages of the IFOM BSE (p = 0.359), on the compared GPA (p = 0.166), or for the terminal efficiencies either. The interpretation of the questionnaire demonstrated that the perception of the academic environment is in general more positive than negative. The advantages that the professors mentioned included better coordination between them as well as teamwork, and the integration of knowledge among students. Conclusions: The academic performance of the graduate students from the new model did not have a negative impact. The students’ perception of the academic environment was favorable, highlighting the professors work and the self-perception of learning as the strengths of the academic program.
Citas
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