In May 2005, 20 Graduate students commenced study in a 26 week bridging course in the Graduate Entry Medical Program at the University of Western Australia. The course bridged years one and two of the undergraduate course and allowed students from a wide range of disciplines to advance into year three of the six year undergraduate medical course.
This study looks at the students' perception of the learning environment and their learning experiences as they progressed through the intensive, integrated and problem-based course. Students’ perceptions of achievement relating to content and process outcomes were evaluated at four intervals throughout the course. In addition, on completion of the course they evaluated components of the course that assisted or detracted from their learning. Student perceptions were compared with assessment results.
The results indicated that despite the short length of the course, the students perceived improvements in knowledge and skills as they progressed, not just at completion. These improvements correlated with assessment results. The results indicated that background discipline was not a hindrance to learning and success in the course. Components of the course structure that assisted in learning have been identified for discussion. The results will be used for curriculum and learning environment change, without compromising quality or outcomes. This adjustment is vital to a Graduate bridging course where students come from diverse backgrounds, comprise different age groups, have different life pressures and where time is a vital factor in efficient and effective learning.
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