Portal de Periódicos da CAPES

The McMaster philosophy: a student's perspective on implementation

1987; Wiley; Volume: 21; Issue: 4 Linguagem: Inglês

10.1111/j.1365-2923.1987.tb00366.x

1365-2923

Janet Olson,

Clinical Reasoning and Diagnostic Skills

The author visited McMaster Medical School as a fourth-year medical student in 1984 and took part in a 12-week unit 3 course. The present investigation on implementation of the educational principles of the MD programme was performed as an elective. A sample of 30 students out of 100 unit 3 all completed a questionnaire. Only 5 of 18 student groups used the 'cold', i.e. unprepared, approach to problem-solving during tutorials and 15 of 30 practised self-learning related to the last problem. The others spent most time on general reading. From unit 1 to unit 3 a declining number of groups used peer evaluation (less than 50%) and evaluation of groups (greater than 50%). The students felt that the performance of tutors should be improved. Most students attended lectures. It is suggested that tutor and group function may benefit from releasing the tutor from grading students. Despite its implementation problems, the author found the McMaster approach to education more beneficial than that of his own traditional school.