[Has the Oslo96 reform brought changes in student satisfaction and study behaviour?]

Tidsskr Nor Laegeforen. 2004 Aug 26;124(16):2100-3.
[Article in Norwegian]

Abstract

Background: In 1996 the medical school of the University of Oslo introduced a new pedagogical model. The new scheme was more interactive, and partly based on a problem-based learning approach.

Method: We used a questionnaire survey which is part of a broader study of how Norwegian professional education prepares for work. A class of medical students studying under the new scheme is compared to a class studying under the old model, as well as a class from another Norwegian medical school, that of the University of Bergen. Median values on seven-point scales are used in the comparison, as well as factor analysis with variance analysis of the factor scores.

Results: The overall response rate was 76%. Students studying under the new Oslo approach were more satisfied and reported more active learning strategies. They were less curriculum-oriented and used the library more often.

Interpretation: Some of the goals of the Oslo reform seem to have been reached. It remains to be seen whether this effect will last.

Publication types

  • Comparative Study
  • English Abstract

MeSH terms

  • Curriculum
  • Education, Medical* / methods
  • Humans
  • Learning
  • Models, Educational
  • Norway
  • Problem-Based Learning*
  • Students, Medical / psychology*
  • Surveys and Questionnaires