A Navigating the Pedagogical Landscape: Ensuring Learning Progression in the Undergraduate Medical School Curriculum
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Abstract
Background: The landscape of medical education is continually evolving, demanding a proactive approach to ensure that undergraduate medical students are equipped with the knowledge and skills necessary for a successful career in healthcare. This necessitates purposeful sequencing of the learning material with increasing complexity and difficulty across the years of the undergraduate medical course.
Objective: This study aimed to explore the progression of learning in undergraduate medical students, focusing on factors influencing their academic and clinical development.
Methods: The study utilized a mixed-methods design, combining a cross-sectional survey and qualitative interviews. Data were collected from students at CMH Lahore Medical College, NUMS, and DHQ Hospital Narowal. Ethical approval was obtained, and the study adhered to the principles of the Declaration of Helsinki. Participants completed a structured questionnaire capturing demographic information, academic performance, and self-assessment of clinical competencies. Both formative (quizzes, class discussions, small group activities) and summative assessments (final exams, OSCEs) were employed. Qualitative data were collected through semi-structured interviews with faculty and focus group discussions with students. Data were analyzed using IBM SPSS Statistics for Windows, Version 25.0. Descriptive statistics summarized demographic data, while inferential statistics (chi-square tests, t-tests) identified significant differences. Qualitative data were analyzed thematically.
Results: The study included 200 participants (60% male, 40% female). Average theoretical knowledge scores increased from 75% in Year 1 to 85% in Year 5. Clinical skills scores showed a similar trend, rising from 70% to 82%. Statistically significant differences were found in both theoretical knowledge and clinical skills between consecutive years (p < 0.05). Qualitative analysis revealed themes related to curriculum design, teaching methodologies, technological integration, and challenges such as cognitive overload and the transition to clinical learning.
Conclusion: The study demonstrated a positive progression in learning outcomes for undergraduate medical students, with significant improvements in theoretical knowledge and clinical skills. Effective curriculum design, active learning strategies, and technological integration were crucial for enhancing learning. Challenges identified highlight the need for ongoing curriculum development and support systems to facilitate student learning and development.
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