Development of Special Study Module for Medical Curriculum based on Adaptive Curriculum Concept
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Abstract
Introduction: The special study modules (SSM) of the Doctor of Medicine program is an educational program in the medical professional subject group aimed at developing learning skills based on medical students’ interest and competencies through a systematic adaptive learning framework. This research aims at studying the expectations towards educational management and developing of SSM in the medical degree program based on the adaptive curriculum concept.
Methods: This study utilized questionnaires to collect data on expectations of faculty members responsible for curriculum development and medical students regarding the SSM. The questionnaires were designed to focused on the priority order of modules within these two domains, the expectations for each module component and the adaptability method, with seven items per module. The data collected was then subjected to descriptive analysis, which aided in developing five SSM: Basic Medical Sciences (BMS), Clinical Medical Sciences (CMS), Community Medicine (CM), Specialty Clinical Practice (SCP), and Health Systems Science (HSS).
Results: Sixty-nine samples were collected from the total of 95 samples using simple random sampling technique, which is comprised of 38 sixth-year medical students (55.07%) and 31 faculty members (44.93%) from 19 medical faculties out of 22 institutions. The study revealed that faculty members and medical students gave the highest priority to the CMS module (Median = 5) across all institutions. Meanwhile, modules in BMC, CM, SCP, and HSS were rated highly important (Median = 4) across all regions, unlike from medical faculties in Bangkok, which rated all modules as the highest importance. In analyzing SSM components, it was found that the CMS module required the highest number of credits (at least 15 credits in years 4-6) compared to other modules: CM, SCP, HSS, and BMS, which should be allocated at least 14, 12, 12, and 10 credits, respectively. CM and HSS modules should be studied throughout the curriculum, unlike SCP, specific to clinical years, and BMS, confined to pre-clinical years. Most participants suggested these subjects integrate with the core curriculum (40.58% to 56.52%) and employ a mixed-learning approach. All modules should promote content-specific customization and provide module navigation for tailoring learning to the levels of learners under continuous guidance from an advising mentor.
Conclusion: Special study modules for specific subject areas that enhance students’ potential in accordance with their interests must organize subjects and module components specifically aiming to develop essential medical professional skills. Moreover, the SSMs should be adaptable to support medical students in selecting learning processes that match their interests and systematically correspond to their potentials.
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