TY - JOUR
T1 - The influence of different curriculum designs on students’ dropout rate
T2 - a case study
AU - Vergel, John
AU - Quintero, Gustavo A.
AU - Isaza-Restrepo, Andrés
AU - Ortiz-Fonseca, Martha
AU - Latorre-Santos, Catalina
AU - Pardo-Oviedo, Juan Mauricio
N1 - Funding Information:
We acknowledge the data contribution of the Academic Secretary’s Office at Universidad del Rosario Medical School.
Publisher Copyright:
© 2018, © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Copyright:
Copyright 2018 Elsevier B.V., All rights reserved.
PY - 2018/1/1
Y1 - 2018/1/1
N2 - The relationship between students’ withdrawal and educational variables has generated a considerable number of publications. As the explosion of information in sciences and integration theories led to creating different curriculum designs, it has been assumed that differences among designs explain academic success and, therefore, students’ retention. However, little attention has been given to examine explicitly how diverse designs influence dropout rates in practice, which questions if decisions to reform curricula are sufficiently informed. This article describes our curriculum reform, which exposes our former and current curriculum designs as having had dissimilar dropout percentages. Furthermore, we aimed to explore the influence of different curriculum designs on students’ dropout rates. The conclusion is that dropout variations may be explained not only because of the curriculum design itself, but also because of the power relationship changes between teachers and students that brought out the design change. Consequently, more research is needed to fully understand the political implications of different curriculum designs and their influence on dropout rates.
AB - The relationship between students’ withdrawal and educational variables has generated a considerable number of publications. As the explosion of information in sciences and integration theories led to creating different curriculum designs, it has been assumed that differences among designs explain academic success and, therefore, students’ retention. However, little attention has been given to examine explicitly how diverse designs influence dropout rates in practice, which questions if decisions to reform curricula are sufficiently informed. This article describes our curriculum reform, which exposes our former and current curriculum designs as having had dissimilar dropout percentages. Furthermore, we aimed to explore the influence of different curriculum designs on students’ dropout rates. The conclusion is that dropout variations may be explained not only because of the curriculum design itself, but also because of the power relationship changes between teachers and students that brought out the design change. Consequently, more research is needed to fully understand the political implications of different curriculum designs and their influence on dropout rates.
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U2 - 10.1080/10872981.2018.1432963
DO - 10.1080/10872981.2018.1432963
M3 - Research Article
C2 - 29392996
AN - SCOPUS:85053344400
SN - 1087-2981
VL - 23
JO - Medical Education Online
JF - Medical Education Online
IS - 1
M1 - 1432963
ER -