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Curricular changes: the impact on medical students knowledge of neuroanatomy

机译：课程变化：对医学生的影响神经肿瘤的知识

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Although neuroanatomy is considered an essential requirement in medical curriculum, its teaching has undergone many changes in recent years, with most medical schools starting to implement an integrated approach. The current paper describes the comparative evaluation of the neuroanatomy knowledge scores of medical students who attended two different pedagogic approaches of neuroanatomy in the Faculty of Medicine of the University of Porto. Forty fourth-year medical students who attended a traditional stand-alone approach and 42 third-year medical students who attended an integrated approach completed a written test of knowledge. Although there were some significant differences, the results globally revealed no statistically significant difference between the neuroanatomy knowledge scores of the integrated and traditional education groups, with most students obtaining a passing score in both curricula. Our study is the first attempt to compare the knowledge acquired by medical students from two different pedagogical approaches to neuroanatomy. Although the integrated curricula were only implemented in the Faculty of Medicine of the University of Porto a few years ago, the students who attended these curricula obtained similar scores as those obtained by the students of the traditional curriculum. This finding suggests that an integrated curriculum can be, in light of curricular reform, an efficient approach to teaching neuroanatomy to medical students.
机译：虽然神经肿瘤被认为是医学课程的基本要求，但其教学近年来经历了许多变化，大多数医学院开始实施综合方法。本文介绍了在波尔图大学医学院中参加了两种不同教育学方法的医学生对医学生的神经肿瘤知识评分的比较评价。第四十年的医学生参加了传统独立的方法和42名参加综合办法的第三年医学生完成了知识的书面测试。虽然存在一些显着差异，但全球结果揭示了综合和传统教育团体的神经宣传知识分数之间没有统计上显着的差异，大多数学生在两个课程中获得了传球。我们的研究是第一次尝试将医学生从两种不同的教学方法中获得的知识进行比较，从而对神经肿瘤术。虽然几年前，综合课程仅在波尔图大学的医学院实施，但参加了这些课程的学生获得了类似的分数，因为传统课程的学生获得了类似的分数。这一发现表明，根据课程改革，综合课程可以是一种有效的方法来教授医学生神经内植物的方法。

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