| BACKGROUND: Much discussion is occurring in educational circles regarding various curriculum delivery systems: lectured-based, problem-based, and hybrids of the two styles, all of which are currently used in different chiropractic colleges. A new hybrid curriculum termed adult based learning was introduced at a chiropractic college in October of 2002 with the goal of enhanced integration of basic and clinical sciences. The advantages and effect of this type of approach are relatively unknown. PURPOSE:
The purpose of this study was to compare different trends in students enrolled in two different delivery systems: an adult-based (ABL) system modeled after the problem-based style and a traditional lecture-based learning (LBL) curriculum. Performance on a comprehensive radiology test, confidence in diagnostic abilities, study tools utilized and attitudes towards radiology in general were assessed. METHODS: Multiple surveys were distributed before and after a comprehensive clinic radiology examination. Two groups of students groups took the same examination and answered the same voluntary surveys but were enrolled in two different curricula in two campuses of the same college. Confidence levels were assessed in both pre-test and post-test surveys. Attitudes and study habits were surveyed before the test. Questions were answered using a 5-point Likert scale. RESULTS: Initially, both groups appeared similarly confident in their diagnostic abilities. They also expressed a relatively high interest in radiology and its importance in chiropractic practice. When asked about the importance of radiological diagnosis, the students enrolled in a problem-based approach indicated a significantly higher rate of importance. In post-examination surveys, both groups were less confident about their diagnostic abilities. This was specifically marked in the ABL students even though their scores were significantly higher on the examination. The problem-based group also reported utilizing more diverse resources to prepare for the test. DISCUSSION: Based on the results of this study, the ABL curriculum seems to offer the benefits of a problem-based learning curriculum without the perceptions of deficiency that have appeared in the literature. Positive attitudes about radiological diagnosis and daily practice seen in the ABL group provide evidence of the intended link between basic radiology and clinical diagnosis. Hybrid curricula have been proposed as an optimal delivery method and the ABL curriculum has demonstrated some of its advantages in this small scale study. This abstract is reproduced with the permission of the publisher. |
