AMEE Berlin 2002 Programme

5G7 An evaluation of the internal
validity of specific learning
outcomes in phase II of a revised
undergraduate medical curriculum
F J Cilliers* and E M Bitzer
University of Stellenbosch, Division for University Education,
P O Box 19063, Tygerberg 7505, SOUTH AFRICA
The objective was to undertake a formative evaluation
of part of a revised undergraduate medical curriculum
by determining the degree of congruence between
specific and exit outcomes. A cross sectional case-study
utilising document analysis was carried out. 1510
specific outcomes from 13 modules were compared
- 4.40 -
for congruence with each of 32 exit outcomes. 1495
specific outcomes were considered congruent with exit
outcomes. Between 0-68.9% of all specific outcomes
were considered congruent with any given exit
outcome. Three exit outcomes were addressed by
>=15% of specific outcomes: two addressed lower
order cognitive outcomes. 27 exit outcomes were
addressed by