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Medical students’ achievement on the Bachelor of Medicine, Bachelor of Surgery/Chirurgery Final Part I and II licensing examination: a comparison of students in problem-based learning, community-based education and service, and conventional curricula in Ghana
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Victor Mogre
 , Anthony Amalba, Mark Saaka, Kwabena Kyei-Aboagye
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J Educ Eval Health Prof. 2014;11:10. Published online May 8, 2014
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DOI: https://doi.org/10.3352/jeehp.2014.11.10
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 Abstract
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- Purpose
Problem-based learning is an established method of teaching and learning in medical education. However, its impact on students’ achievement on examinations is varied and inconsistent. We compared the levels of achievement on the Bachelor of Medicine, Bachelor of Surgery/Chirurgery (MB ChB) Part I and II licensing examination of students in problem-based learning, community-based education and service (PBL/COBES), and conventional curricula.
Methods
In 2014, we analyzed the MB ChB Final Part I and II licensing examination results of students in three classes (2004, 2005, and 2006) of the School of Medicine and Health Sciences, University for Development Studies, Tamale, Ghana. Ninety-three students in the 2004 and 2005 cohorts followed a conventional curriculum, and 82 students in the 2006 cohort followed a PBL/COBES curriculum. Using appropriate statistical tools, the analysis compared individual discipline scores and the proportions of students who received distinction/credit/pass grades among the classes.
Results
The PBL students had significantly higher mean and median scores than the conventional students in Obstetrics and Gynecology, Internal Medicine, Community Health and Family Medicine, Surgery, and Psychiatry, but not in Child Health and Pediatrics. Also, a significantly (P=0.0010) higher percentage, 95.1% (n=78), of the PBL students passed all the disciplines, compared to 79.6% (n=74) of the conventional students.
Conclusion
The PBL students significantly performed better in all the disciplines except child health and pediatrics, where the conventional students scored higher. These findings demonstrate that the benefits of the PBL/COBES curriculum are tangible and should be fostered.
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Citations
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Kristina Talbert-Slagle, Ibrahim Ajami, Braden Currey, Rachel Galvao, Jerusalem Hadush, Serene Silin Li, Javaughn T. Flowers, Moses Ziah, Desmond Amuh, Mikaela Rabb, Olayinka Stephen Ilesanmi, Nikole Allen, Marie Martin, Mary Miller, Attila Yaman, Tej Nut
PLOS Global Public Health.2023; 3(3): e0001610. CrossRef - Preparedness of medical students to provide nutrition care following a nutrition education intervention
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Victor Mogre, Fred Stevens, Paul A. Aryee, Albert J.J.A. Scherpbier
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Medical Science Educator.2017; 27(3): 481. CrossRef - Assessing the reliability and validity of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in Ghanaian medical students
Victor Mogre, Anthony Amalba
Journal of Educational Evaluation for Health Professions.2014; 11: 19. CrossRef
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Assessing the reliability and validity of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in Ghanaian medical students
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Victor Mogre, Anthony Amalba
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J Educ Eval Health Prof. 2014;11:19. Published online August 15, 2014
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DOI: https://doi.org/10.3352/jeehp.2014.11.19
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26,657
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206
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8
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10
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Abstract
PDF
- Purpose
We investigated the validity and reliability of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in preclinical students in Ghana. Methods: The R-SPQ2F was administered to 189 preclinical students of the University for Development Studies, School of Medicine and Health Sciences. Both descriptive and inferential statistics with Cronbach’s alpha test and factor analysis were done. Results: The mean age of the students was 22.69 ± 0.18 years, 60.8% (n = 115) were males and 42.3% (n = 80) were in their second year of medical training. The students had higher mean deep approach scores (31.23 ± 7.19) than that of surface approach scores (22.62 ± 6.48). Findings of the R-SPQ2F gave credence to a solution of two-factors indicating deep and surface approaches accounting for 49.80% and 33.57%, respectively, of the variance. The scales of deep approach (Cronbach’s alpha, 0.80) and surface approach (Cronbach’s alpha, 0.76) and their subscales demonstrated an internal consistency that was good. The factorial validity was comparable to other studies. Conclusion: Our study confirms the construct validity and internal consistency of the R-SPQ2F for measuring approaches to learning in Ghanaian preclinical students. Deep approach was the most dominant learning approach among the students. The questionnaire can be used to measure students’ approaches to learning in Ghana and in other African countries.
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Citations
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