Table 3 Key features of course development 1995–1999. Content analysis using Biggs' structure of major course components in university education. Consultation Skills course, Medical faculty, Göteborg university.
From: Impact of medical students' descriptive evaluations on long-term course development
Major course components (Biggs) | 1995 | 1996 | 1997 | 1998 | 1999 | Key features of course development |
|---|---|---|---|---|---|---|
Learning objectives | extensive | core: consultation and clinical examination skills communicated and clearly connected to assessment | Consultation and clinical examination skills communicated as core learning objectives Facilitators educated in core learning objectives | |||
Teaching and learning activities | lectures, theme modules small group learning skills learning in practice | lectures reduced, compulsory themes made optional enhanced small group learning learning in practice emphasized | Student's degree of choice strengthened Active learning in context enhanced | |||
Assessment | bi-modal | multi-modal reflective home assignment introduced and developed practice assessment guide made transparent extended time for feedback in practice examination | Assessment in context of core learning objectives | |||
Learning climate, relationships | short learning relationships supervision of facilitators | continuity, longer learning relationships structure and support to facilitators: supervision, schedules, colloquiums, input of educational knowledge | Student-facilitator relationships and reflection reinforced Structured support and education of facilitators | |||
Institutional climate, rules, procedures | support from curriculum committee, education | curriculum reform: increased workload, shortage of personnel | External influence: curriculum reform implied reorganization and concentration | |||