TDG – Pioneering a “3+3+5″ Undergraduate Curriculum: A Review on the Performance and Outcome of Medical Students Admitted under the Early Admission Scheme (EAS) to the MBBS Program

Abstract

Enabling students to develop capabilities in critical intellectual inquiry, tackling novel situations, problem-solving and lifelong learning are major principles in the University’s 4-Year Curriculum Reform. Since the introduction of the New Medical Curriculum in 1997, problem-based learning (PBL) has been the key educational method aiming to promote self-directed learning, use of information technology, critical appraisal skills and effective communication. The wide variety of learning activities and integration of various academic disciplines are also along the same directions of the Curriculum Reform.

In our study, we hypothesized that the learning experience and challenges faced by students admitted through the Early Admission Scheme (EAS) to the Medical Curriculum would be analogous to those of future university entrants graduating from a ‘3+3’ secondary education. We aimed to identify ways which the Faculty could better prepare students for transition from passive to active, self-directed learning. Our study showed that first-year medical students did encounter challenges in the transition from passive mode of learning during their secondary school to self-directed learning, but this appeared to ease out as they progressed on. Furthermore, EAS students who participated in a Summer Broadening Programme which provided information about the curriculum and opportunities to experience problem-based learning (PBL) were much better prepared compared with non-EAS students who did not have a dedicated orientation programme. EAS students showed better performance in PBL as well as more positive attitude towards PBL and active learning. This suggested that a sufficient understanding about the modes of learning and experiencing campus life was helpful in preparing first-year students to adapt to university education.

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