Research article

The influence of objectives, learning experiences and examination blueprint on medical students' examination preparation

K McLaughlin¹ , S Coderre² , W Woloschuk³ , T Lim⁴ , D Muruve¹ and H Mandin¹

¹Division of Nephrology, Foothills Hospital. 1403 29^th St. NW, T2N 2T9. Calgary, Alberta, Canada

²Department of Medicine, University of Calgary, Health Sciences Centre, 3330 Hospital Drive NW, T2N 4N1. Calgary, Alberta, Canada

³Faculty of Medicine (Program Evaluator), University of Calgary. Health Sciences Centre, 3330 Hospital Drive NW, T2N 4N1. Calgary, Alberta, Canada

⁴Faculty of Medicine, University of Calgary. Health Sciences Centre, 3330 Hospital Drive NW, T2N 4N1. Calgary, Alberta, Canada

author email corresponding author email

BMC Medical Education 2005, 5:39doi:10.1186/1472-6920-5-39

Published:	16 December 2005

Abstract

Background

The influence of intended and informal curricula on examination preparation has not been extensively studied. This study aims to firstly describe how students utilized components of intended and informal curricula to guide examination preparation, and secondly to study the relationship between examination preparation and performance.

Methods

Students received a pre-examination questionnaire to identify components from the intended curriculum (objectives and examination blueprint), and informal curriculum (content emphasised during lectures and small groups), used during examination preparation. Multiple logistic regression was used to study the relationship between these variables and student performance (above versus at or below average).

Results

Eighty-one students participated. There was no difference in the proportions using the examination blueprint, content emphasised during lectures, and content emphasised during small groups (87 – 93%) but fewer students used objectives (35%, p < 0.001). Objectives use was associated with reduced odds of above average examination performance (adjusted odds ratio 0.27 [0.07, 0.97], p = 0.04).

Conclusion

When preparing for the renal course examination, students were influenced at least as much by the informal as the intended curriculum. Of the two intended curriculum components, the examination blueprint appeared to be more widely used than the course objectives. This decreased use of objectives on examination preparation did not appear to have a detrimental effect on student performance.