Student evaluation of medical school curriculum transformation in Iraq
Introduction: Decades of political and social unrest negatively impacted medical education in Iraq. Recently, new opportunities arose for medical schools to engage international education organizations and the World Health Organization to implement medical school curriculum changes, replacing older...
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doaj-c270a14a166f476f875ad2af9c153e9a2020-11-25T01:29:03ZengAssociation for Medical Education in Europe (AMEE)MedEdPublish2312-79962020-03-0191Student evaluation of medical school curriculum transformation in IraqHuda Noori Jawad0Zainab Amir Abd-alnabi1Layla Mohammed Abd-alKadir2Noor Falah Hassan3Zahraa Abbas Mutlaq4Krishna Doshi5Michael Kron6Taghreed K Alhaidari7Al Kindy College of MedicineAl Kindy College of MedicineAl Kindy College of MedicineAl Kindy College of MedicineAl Kindy College of MedicineMedical College of WisconsinMedical College of WisconsinAl Kindy College of MedicineIntroduction: Decades of political and social unrest negatively impacted medical education in Iraq. Recently, new opportunities arose for medical schools to engage international education organizations and the World Health Organization to implement medical school curriculum changes, replacing older discipline-based, teacher-focused systems with a systems-based, student-focused reformed curriculum. Methods: A descriptive, cross sectional quantitative study was designed to survey medical students near the beginning (years 2-3) and at near the end (years 5-6) of their six-year program at the Al Kindy College of Medicine, University of Baghdad, Iraq. Results: A validated questionnaire collected data on thirty-two issues, including student perception of learning, student perception of teachers, academic self-perception and student self-perception. Seven of the thirty-two questions included in this survey resulted in significantly different responses from group 1 (second and third year) vs group 2 (fifth and sixth year) students. Conclusions: This study concluded that the two student groups were significantly different in their awareness of the need for curriculum change, but that student self-perception in both groups was less than ideal at present. In the future, studies are planned to assess student confidence in their professional development, as teaching institutions advance toward broader accreditation and thus opportunities for their students. https://www.mededpublish.org/Manuscripts/2885Medical EducationIraqUniversity of BaghdadAl Kindy College of MedicineCurriculum evaluation |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Huda Noori Jawad Zainab Amir Abd-alnabi Layla Mohammed Abd-alKadir Noor Falah Hassan Zahraa Abbas Mutlaq Krishna Doshi Michael Kron Taghreed K Alhaidari |
spellingShingle |
Huda Noori Jawad Zainab Amir Abd-alnabi Layla Mohammed Abd-alKadir Noor Falah Hassan Zahraa Abbas Mutlaq Krishna Doshi Michael Kron Taghreed K Alhaidari Student evaluation of medical school curriculum transformation in Iraq MedEdPublish Medical Education Iraq University of Baghdad Al Kindy College of Medicine Curriculum evaluation |
author_facet |
Huda Noori Jawad Zainab Amir Abd-alnabi Layla Mohammed Abd-alKadir Noor Falah Hassan Zahraa Abbas Mutlaq Krishna Doshi Michael Kron Taghreed K Alhaidari |
author_sort |
Huda Noori Jawad |
title |
Student evaluation of medical school curriculum transformation in Iraq |
title_short |
Student evaluation of medical school curriculum transformation in Iraq |
title_full |
Student evaluation of medical school curriculum transformation in Iraq |
title_fullStr |
Student evaluation of medical school curriculum transformation in Iraq |
title_full_unstemmed |
Student evaluation of medical school curriculum transformation in Iraq |
title_sort |
student evaluation of medical school curriculum transformation in iraq |
publisher |
Association for Medical Education in Europe (AMEE) |
series |
MedEdPublish |
issn |
2312-7996 |
publishDate |
2020-03-01 |
description |
Introduction: Decades of political and social unrest negatively impacted medical education in Iraq. Recently, new opportunities arose for medical schools to engage international education organizations and the World Health Organization to implement medical school curriculum changes, replacing older discipline-based, teacher-focused systems with a systems-based, student-focused reformed curriculum.
Methods: A descriptive, cross sectional quantitative study was designed to survey medical students near the beginning (years 2-3) and at near the end (years 5-6) of their six-year program at the Al Kindy College of Medicine, University of Baghdad, Iraq.
Results: A validated questionnaire collected data on thirty-two issues, including student perception of learning, student perception of teachers, academic self-perception and student self-perception. Seven of the thirty-two questions included in this survey resulted in significantly different responses from group 1 (second and third year) vs group 2 (fifth and sixth year) students.
Conclusions: This study concluded that the two student groups were significantly different in their awareness of the need for curriculum change, but that student self-perception in both groups was less than ideal at present. In the future, studies are planned to assess student confidence in their professional development, as teaching institutions advance toward broader accreditation and thus opportunities for their students.
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topic |
Medical Education Iraq University of Baghdad Al Kindy College of Medicine Curriculum evaluation |
url |
https://www.mededpublish.org/Manuscripts/2885 |
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