THE INFLUENCE OF THE NEW PATHWAY CURRICULUM ON HARVARD MEDICAL-STUDENTS

Background. This study evaluated the effect of a radically redesigned curriculum at Harvard Medical School on preclinical students' knowledg e, skills, personal characteristics, approaches to learning, and educa tional experiences. Method. Multiple measures were used to collect dat a from 121 students from the entering classes of 1989 and 1990 who had been randomly assigned to the New Pathway or traditional curricula; a ll had applied to be in the new curriculum. Results. The New Pathway s tudents reported that they learned in a more reflective manner and mem orized less than their control counterparts in the traditional curricu lum during the preclinical years. The New Pathway group preferred acti ve learning and demonstrated greater psychosocial knowledge, better re lational skills, and more humanistic attitudes. They felt more challen ged, had closer relationships with faculty, and were somewhat more anx ious than those in the traditional program. There was no difference in problem-solving skills or biomedical knowledge base. Conclusion. Stud ents in the new curriculum learned differently, acquired distinctive k nowledge, skills, and attitudes, and underwent a more satisfying and c hallenging preclinical medical school experience without loss of biome dical competence. These findings should encourage other schools to con sider such a curriculum.