ABSTRACT

Perceptions of teachers and students about curriculum viability inhibitors are equally important yet may differ. Divergence can lead to destructive friction and adversely affect curriculum viability. Our team aimed to find the perceptions of teachers and students on inhibitors affecting the viability of an implemented medical curriculum, report their convergence or divergence, and explore approaches to reduce divergence. Through a mixed-method approach, using valid and reliable questionnaires, we found the curriculum under review had no clear inhibitors. Whereas teachers exhibited complete agreement that no educational programme inhibitors existed, students did not fully agree. Upon qualitative inquiry, using focus group discussion with students and teachers, we found that ‘improving the communication gap’, ‘enhancing the role of faculty and students in curriculum’, and ‘improving the assessment process’ can reduce the friction between teachers and students. This study provides an approach that identifies the curriculum viability inhibitors and solutions to address them.

摘要

教师和学生对课程可行性抑制因素的看法同样重要，但可能有所不同。分歧会导致破坏性的摩擦并对课程的可行性产生不利影响。我们的团队旨在了解教师和学生对影响已实施医学课程可行性的抑制因素的看法，报告他们的趋同或分歧，并探索减少分歧的方法。通过混合方法，使用有效且可靠的问卷，我们发现正在审查的课程没有明确的抑制因素。尽管教师完全同意不存在教育计划抑制因素，但学生并不完全同意。通过定性调查，通过与学生和教师进行焦点小组讨论，我们发现“改善沟通差距”，“加强教师和学生在课程中的作用”和“改进评估过程”可以减少师生之间的摩擦。本研究提供了一种方法来识别课程可行性抑制因素和解决它们的解决方案。