The progress examination as an assessment tool in a problem-based learning curriculum : a case study of the Nelson R. Mandela School of Medicine.
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Date
2009
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Abstract
Medical schools have been reviewing their curricula to prepare caring and
competent health professionals in the midst of a knowledge and technology
explosion. The implementation of problem-based learning curricula signalled
attempts to make learning more significant, based on constructivist
perspectives that emphasise social interaction for meaning making and
understanding.
Available literature suggests that learning in PBL should be assessed by
authentic, contextual real-life tasks that support and encourage students’
learning. To this end, the Nelson R. Mandela School of Medicine
implemented the progress examination (PE) to complement the aims of
Curriculum 2001 (C2001). The potential formative function of the PE was
specifically appealing in terms of allowing for the development of reflective,
self-directed and deep learning. Early explorations revealed an apparent
mismatch between the aims of C2001, the expectations of stakeholders and
their experiences with the PE at the site and these resulted in a number of
adaptations to the examination.
Cognisant of the influence of assessment on students’ learning, this study
sought to examine whether the educational principles governing the
implementation of C2001 also informed the implementation and adaptations
of the PE. Using a qualitative case study methodology, the study investigated
stakeholders’ understandings of the PE and its goals and the lived
experiences of its implementation as a suitable tool to assess students’ cognitive learning. In addition, the study also investigated the possible factors
that influenced the reform.
Findings suggest that the PE was not suitable to assess students’ learning in
C2001. Despite the perceptions of a strong educational need for curriculum
reform and the apparent suitability of the PE, some members of staff lacked
understanding, skill and confidence to apply and implement its aims. Staff
failed to apply transformative practices of teaching and learning, while the
principles of the PE and C2001 were not well diffused through the
organisation. Members of staff expected the PE to differentiate between high
and low performing students, while students came to regard the examination
as just another hurdle in an already hostile learning environment. Factors
such as the unstable and poor leadership, the restructuring of the health and
education sectors, impacted on the implementation of the reform.
Curriculum and assessment reform is challenging for students and lecturers,
requiring the transforming institution to actively prepare and support
stakeholders in a conducive educational climate. This case study highlights
the need for comprehensive planning for effective and sustained curriculum
reform. Collaborative strategies and educational systems should be sought
and implemented to sustain conceptual and practical reform.
Description
Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.
Keywords
Grading and marking (Students)--South Africa., Medicine--Study and teaching--South Africa., Curriculum planning--South Africa., Problem-based learning--South Africa., Theses--Education.