TY - JOUR
T1 - The New Mexico experiment
T2 - Educational innovation and institutional change
AU - Kaufman, Arthur
AU - Mennin, Stewart
AU - Waterman, Robert
AU - Duban, Stewart
AU - Hansbarger, Clark
AU - Silverblatt, Helene
AU - Scott Obenshain, S.
AU - Kantrowitz, Martin
AU - Becker, Thomas
AU - Samet, Jonathan
AU - Wiese, William
N1 - Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 1989/6
Y1 - 1989/6
N2 - Over the past ten years the University of New Mexico School of Medicine has conducted an educational experiment featuring learner-centered, problem-based, community-oriented learning. The experiment was introduced into an established institution by means of an innovative educational track running parallel to the more conventional curriculum. Students in the innovative track, compared with those in the conventional track, tended to score lower on the National Board of Medical Examiners (NBME) Part I examination (basic sciences) and higher on NBME Part II (clinical sciences), received higher clinical grades on clinical clerkships, and experienced less distress. They were more likely than conventional-track students to retain their initial interest in or switch their preference to careers in family medicine. The parallel-track strategy for introducing curriculum reform succeeded in fostering institutional acceptance of continuing educational innovation. Generic steps in overcoming institutional barriers to change are identified.
AB - Over the past ten years the University of New Mexico School of Medicine has conducted an educational experiment featuring learner-centered, problem-based, community-oriented learning. The experiment was introduced into an established institution by means of an innovative educational track running parallel to the more conventional curriculum. Students in the innovative track, compared with those in the conventional track, tended to score lower on the National Board of Medical Examiners (NBME) Part I examination (basic sciences) and higher on NBME Part II (clinical sciences), received higher clinical grades on clinical clerkships, and experienced less distress. They were more likely than conventional-track students to retain their initial interest in or switch their preference to careers in family medicine. The parallel-track strategy for introducing curriculum reform succeeded in fostering institutional acceptance of continuing educational innovation. Generic steps in overcoming institutional barriers to change are identified.
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U2 - 10.1097/00001888-198906000-00001
DO - 10.1097/00001888-198906000-00001
M3 - Article
C2 - 2719785
AN - SCOPUS:0024308310
SN - 1040-2446
VL - 64
SP - 285
EP - 294
JO - Journal of Medical Education
JF - Journal of Medical Education
IS - 6
ER -