Objective: The American University of Beirut Faculty of Medicine follows the American model of medical education. In 2013-2014, a carefully designed new curriculum replaced the previous, largely traditional curriculum, and aimed to improve student wellbeing, upgrade the learning environment, enhance student empathy, and counter the negative influences of the hidden curriculum. This longitudinal study assessed the effectiveness of the new curriculum in those domains over a period of 7 years. Methods: Three cohorts of medical students anonymously filled a paper-based survey at the end of years 1, 2, 3, and 4 of the 4-year curriculum. These included the Class of 2016, the last batch of students who followed the old curriculum, and 2 cohorts that followed the new curriculum (Class of 2017 and Class of 2019). The perceived learning environment was assessed by the Dundee Ready Education Environment Measurement survey; the student’s empathy was assessed by the Jefferson Scale of Physician Empathy-Student version; and the hidden curriculum was examined using a locally developed survey. Results: The scores on the learning environment survey were significantly higher among the cohorts following the new curriculum relative to those following the old curriculum. Similar significant results appeared when looking at each of the subscales for the learning environment. The students’ empathy scores were also significantly higher in both cohorts of the new curriculum when compared with the old curriculum. Nevertheless, there was a significant decrease in empathy in both third and fourth years relative to second year. The new curriculum also improved aspects of the students’ perceptions and responses to the hidden curriculum. Conclusion: In conclusion, a well-planned and well-researched curricular intervention, based on sound educational theories, practices, and standards can indeed transform the learning environment, as well as the attitudes, values, and experiences of medical students.

中文翻译：

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有针对性的课程改革对医学院学习环境、学生同理心和隐藏课程的影响：一项为期 7 年的纵向研究

目的：贝鲁特美国大学医学院遵循美国医学教育模式。在 2013-2014 年，精心设计的新课程取代了以前的大部分传统课程，旨在改善学生的幸福感，升级学习环境，增强学生的同理心，并对抗隐藏课程的负面影响。这项纵向研究评估了新课程在这些领域的有效性，为期 7 年。方法：三组医学生在 4 年课程的第 1 年、第 2 年、第 3 年和第 4 年结束时匿名填写了一项纸质调查。其中包括 2016 届，最后一批遵循旧课程的学生，以及 2 个遵循新课程的学生（2017 年和 2019 年）。感知学习环境由 Dundee Ready Education Environment Measurement 调查评估；学生的同理心由杰斐逊医师同理心量表-学生版评估；并且使用当地开发的调查检查了隐藏的课程。结果：学习环境调查的分数在学习新课程的队列中显着高于遵循旧课程的队列。当查看学习环境的每个分量表时，出现了类似的显着结果。与旧课程相比，新课程两组学生的同理心得分也显着提高。然而，与第二年相比，第三年和第四年的同理心显着下降。新课程还改善了学生对隐藏课程的认知和反应。结论：总之，基于健全的教育理论、实践和标准的精心策划和研究的课程干预确实可以改变医学生的学习环境以及态度、价值观和经验。