Development of a longitudinal database for an integrated curriculum

  • Linda R. Adkison | ladkison@kcumb.edu Kansas City University of Medicine and Biosciences, MO, United States.
  • David L. Lockwood Kansas City University of Medicine and Biosciences, MO, United States.
  • Andrea L. Hanson Kansas City University of Medicine and Biosciences, MO, United States.
  • Alan G. Glaros Kansas City University of Medicine and Biosciences, MO, United States.

Abstract

Many medical schools have transitioned to an integrated curriculum to provide a more salient contextual appreciation of the practice of medicine. Various types of assessments are used in these curricula to support this integration. One of these, multidisciplinary exams, creates challenges for recognizing student performance in different disciplines. A concern for faculty is those students who pass the exams but upon closer scrutiny do poorly in one or more disciplines. Unfortunately, this trend can continue throughout preclinical training. We constructed a database of discipline-specific objective data for each course and that also provided cumulative data longitudinally through the curriculum. The data are used to populate reports for the students, advisors, and administrators. The database was broadened to include data from clerkship performance and residency match to provide a complete profile of student performance. Together, the data and reports provide a useful tool for student review and data-driven curriculum decisions.

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Published
2014-09-02
Info
Issue
Section
Innovations
Keywords:
integrated curriculum, database, longitudinal tracking
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  • Abstract views: 1395

  • PDF: 522
  • APPENDIX: 218
How to Cite
Adkison, L. R., Lockwood, D. L., Hanson, A. L., & Glaros, A. G. (2014). Development of a longitudinal database for an integrated curriculum. Medical Education Development, 4(1). https://doi.org/10.4081/med.2014.5231