Rachel Engler-Stringer, Jennifer Black, Nazeem Muhajarine, Wanda Martin, Jason Gilliland, Janet McVittie, Sara Kirk, Hannah Wittman, Amin Mousavi, Sinikka Elliott, Sylvana Tu, Brent Hills, Gordon Androsoff, Debbie Field, Brit Macdonald, Chelsea Belt, Hassan Vatanparast
The Good Food for Learning Universal Curriculum-Integrated Healthy School Lunch Intervention: Protocol for a Two-Year Matched Control Pre-Post and Case Study
JMIR research protocols
traditional approach surgical clerkship limitations including variability clinical exposure optimize student education developed introduced core learning objectives curriculum designed allow students freedom direct learning focus core concepts performed prospective randomized controlled study compare efficacy core learning objectives vs traditional curricula objective subjective measures medical students randomly assigned core learning objectives traditional curricula 2week urology clerkship faculty blinded student assignment upon rotation completion students given 20question multiple choice examination covering basic urology concepts addition students completed questionnaire addressing subjective clerkship satisfaction comprising 15 questions june 2005 january 2007 10 core learning objectives students 10 traditional students completed urology clerkship average sem multiple choice examination score 121 087 98 059 students assigned core learning objectives traditional curricula respectively p 005 subjective scores higher core learning objectives cohort although result attain statistical significance 1249 372 vs 1143 496 p 01 core learning objectives students reported higher satisfaction 15 assessed subjective end points experience suggests core learning objectives model may effective educational tool help students achieve broad directed exposure core urological concepts