A Point System Management of an Integrated Problem-based Learning Curriculum  

Oleh:

Rundquist, I. ; Bergdahl, B. ; SandstrÖm, I. ; Hammar, M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Education for Health (Change in Training & Practice ) vol. 11 no. 1 (Mar. 1998), page 7-14.
Topik: Administrative Strategies

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Perpustakaan FK Nomor Panggil: E11.K Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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The new medical programme in Linköping is characterized by problem-based learning (PBL), community orientation and emphasis on interpersonal skills and multiprofessional training. It started in 1986 with the addition of resources for preclinical studies but otherwise with an unchanged budget. In the old programme, educational duties were calculated as numbers of teaching hours as a basis for the allocation of resources to departments. In the new programme the educational tasks show a greater variation and they are more general. An unconventional system for educational planning and monitoring was therefore required. A calculation of available and required resources, translated into hours, was performed. In general, 35% and 5% of the time of university teachers and physicians, respectively, should be available for education. Realistic labels for points (1 point= 1 hour) were set for various tasks. Examples are: Semester coordinator 200p/semester, lecture 5p/h, tutor in PBL 2p/h, and clinical preceptor 3p/student/week. All data are loaded into a data base, which gives an overview of the contribution of individuals and departments in various semester, as well as resources spent in various semesters, all these in relation to projections and to match points earned with agreed contracts. At present 4% of the educational budget is distributed to the departments for points earned. The majority of this budget is still allocated to departments according to the number of staff. This point system gives a better control of the resources to run and manage the curriculum and it increases the desire of departments to participate. More economic power for education would increase the impact of the system.

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