A comparison of student performance on discipline-specific versus integrated exams in a medical school course

Andrew R. Thompson, Mark W. Braun, Valerie O'Loughlin

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

Curricular reform is a widespread trend among medical schools. Assessing the impact that pedagogical changes have on students is a vital step in review process. This study examined how a shift from discipline-focused instruction and assessment to integrated instruction and assessment affected student performance in a second-year medical school pathology course. We investigated this by comparing pathology exam scores between students exposed to traditional discipline-specific instruction and exams (DSE) versus integrated instruction and exams (IE). Exam content was controlled, and individual questions were evaluated using a modified version of Bloom's taxonomy. Additionally, we compared United States Medical Licensing Examination (USMLE) step 1 scores between DSE and IE groups. Our findings indicate that DSE students performed better than IE students on complete pathology exams. However, when exam content was controlled, exam scores were equivalent between groups. We also discovered that the integrated exams were composed of a significantly greater proportion of questions classified on the higher levels of Bloom's taxonomy and that IE students performed better on these questions overall. USMLE step 1 exam scores were similar between groups. The finding of a significant difference in content complexity between discipline-specific and integrated exams adds to recent literature indicating that there are a number of potential biases related to curricular comparison studies that must be considered. Future investigation involving larger sample sizes and multiple disciplines should be performed to explore this matter further.

Original languageEnglish
Pages (from-to)370-376
Number of pages7
JournalAmerican Journal of Physiology - Advances in Physiology Education
Volume37
Issue number4
DOIs
StatePublished - Dec 1 2013

Fingerprint

Medical Schools
Students
Licensure
Pathology
Sample Size

Keywords

  • Curricular comparison
  • Medical school curricula
  • Systems integrated scheduling

ASJC Scopus subject areas

  • Physiology

Cite this

A comparison of student performance on discipline-specific versus integrated exams in a medical school course. / Thompson, Andrew R.; Braun, Mark W.; O'Loughlin, Valerie.

In: American Journal of Physiology - Advances in Physiology Education, Vol. 37, No. 4, 01.12.2013, p. 370-376.

Research output: Contribution to journalArticle

@article{d4f6b515ec62465b9573e2c64135aec8,
title = "A comparison of student performance on discipline-specific versus integrated exams in a medical school course",
abstract = "Curricular reform is a widespread trend among medical schools. Assessing the impact that pedagogical changes have on students is a vital step in review process. This study examined how a shift from discipline-focused instruction and assessment to integrated instruction and assessment affected student performance in a second-year medical school pathology course. We investigated this by comparing pathology exam scores between students exposed to traditional discipline-specific instruction and exams (DSE) versus integrated instruction and exams (IE). Exam content was controlled, and individual questions were evaluated using a modified version of Bloom's taxonomy. Additionally, we compared United States Medical Licensing Examination (USMLE) step 1 scores between DSE and IE groups. Our findings indicate that DSE students performed better than IE students on complete pathology exams. However, when exam content was controlled, exam scores were equivalent between groups. We also discovered that the integrated exams were composed of a significantly greater proportion of questions classified on the higher levels of Bloom's taxonomy and that IE students performed better on these questions overall. USMLE step 1 exam scores were similar between groups. The finding of a significant difference in content complexity between discipline-specific and integrated exams adds to recent literature indicating that there are a number of potential biases related to curricular comparison studies that must be considered. Future investigation involving larger sample sizes and multiple disciplines should be performed to explore this matter further.",
keywords = "Curricular comparison, Medical school curricula, Systems integrated scheduling",
author = "Thompson, {Andrew R.} and Braun, {Mark W.} and Valerie O'Loughlin",
year = "2013",
month = "12",
day = "1",
doi = "10.1152/advan.00015.2013",
language = "English",
volume = "37",
pages = "370--376",
journal = "American Journal of Physiology - Advances in Physiology Education",
issn = "1043-4046",
publisher = "American Physiological Society",
number = "4",

}

TY - JOUR

T1 - A comparison of student performance on discipline-specific versus integrated exams in a medical school course

AU - Thompson, Andrew R.

AU - Braun, Mark W.

AU - O'Loughlin, Valerie

PY - 2013/12/1

Y1 - 2013/12/1

N2 - Curricular reform is a widespread trend among medical schools. Assessing the impact that pedagogical changes have on students is a vital step in review process. This study examined how a shift from discipline-focused instruction and assessment to integrated instruction and assessment affected student performance in a second-year medical school pathology course. We investigated this by comparing pathology exam scores between students exposed to traditional discipline-specific instruction and exams (DSE) versus integrated instruction and exams (IE). Exam content was controlled, and individual questions were evaluated using a modified version of Bloom's taxonomy. Additionally, we compared United States Medical Licensing Examination (USMLE) step 1 scores between DSE and IE groups. Our findings indicate that DSE students performed better than IE students on complete pathology exams. However, when exam content was controlled, exam scores were equivalent between groups. We also discovered that the integrated exams were composed of a significantly greater proportion of questions classified on the higher levels of Bloom's taxonomy and that IE students performed better on these questions overall. USMLE step 1 exam scores were similar between groups. The finding of a significant difference in content complexity between discipline-specific and integrated exams adds to recent literature indicating that there are a number of potential biases related to curricular comparison studies that must be considered. Future investigation involving larger sample sizes and multiple disciplines should be performed to explore this matter further.

AB - Curricular reform is a widespread trend among medical schools. Assessing the impact that pedagogical changes have on students is a vital step in review process. This study examined how a shift from discipline-focused instruction and assessment to integrated instruction and assessment affected student performance in a second-year medical school pathology course. We investigated this by comparing pathology exam scores between students exposed to traditional discipline-specific instruction and exams (DSE) versus integrated instruction and exams (IE). Exam content was controlled, and individual questions were evaluated using a modified version of Bloom's taxonomy. Additionally, we compared United States Medical Licensing Examination (USMLE) step 1 scores between DSE and IE groups. Our findings indicate that DSE students performed better than IE students on complete pathology exams. However, when exam content was controlled, exam scores were equivalent between groups. We also discovered that the integrated exams were composed of a significantly greater proportion of questions classified on the higher levels of Bloom's taxonomy and that IE students performed better on these questions overall. USMLE step 1 exam scores were similar between groups. The finding of a significant difference in content complexity between discipline-specific and integrated exams adds to recent literature indicating that there are a number of potential biases related to curricular comparison studies that must be considered. Future investigation involving larger sample sizes and multiple disciplines should be performed to explore this matter further.

KW - Curricular comparison

KW - Medical school curricula

KW - Systems integrated scheduling

UR - http://www.scopus.com/inward/record.url?scp=84890880588&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84890880588&partnerID=8YFLogxK

U2 - 10.1152/advan.00015.2013

DO - 10.1152/advan.00015.2013

M3 - Article

C2 - 24292915

AN - SCOPUS:84890880588

VL - 37

SP - 370

EP - 376

JO - American Journal of Physiology - Advances in Physiology Education

JF - American Journal of Physiology - Advances in Physiology Education

SN - 1043-4046

IS - 4

ER -