Minimal effects of reduced teaching hours on undergraduate medical student learning outcomes and course evaluations

Journal Publication ResearchOnline@JCU
Choi-Lundberg, Derek L.;Al-Aubaidy, Hayder A.;Burgess, John R.;Clifford, Christine A.;Cuellar, William A.;Errey, Judi A.;Harper, Amanda J.;Malley, Roslyn C.;Ross, Renee M.;Williams, Anne-Marie M.;Hays, Richard
Richard Hays
Abstract

Introduction: Various pressures exist for curricular change, including economic forces, burgeoning knowledge, broadening learning outcomes, and improving quality and outcomes of learning experiences. In an Australian 5-year undergraduate medical course, staff were asked to reduce teaching hours by 20% to alleviate perceived overcrowded preclinical curriculum, achieve operating efficiencies and liberate time for students’ self-directed learning. Methods: A case study design with mixed methods was used to evaluate outcomes. Results: Teaching hours were reduced by 198 hours (14%) overall, lectures by 153 hours (19%) and other learning activities by 45 hours (7%). Summative assessment scores did not change significantly after the reductions: 0.4% increase, 1.5% decrease and 1.7% increase in Years 1, 2 and 3, respectively. The percentage of students successfully completing their academic year did not change significantly: 94.4% before and 93.3% after the reductions. Student evaluations from eVALUate surveys changed little, except workload was perceived to be more reasonable. Conclusions: Teaching hours, particularly lectures, can be moderately reduced with little impact on student learning outcomes or satisfaction with an undergraduate medical course.

Journal

Medical Teacher

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Volume

42

ISBN/ISSN

1466–187X

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Issue

1

Pages Count

8

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Publisher

Taylor & Francis

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EISSN

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DOI

10.1080/0142159X.2019.1652258