Evaluation and comparison the results comprehensive Exam and the mean scores of Basic sciences courses of Isfahan medical students before and after the changes of basic science courses

The aim of this study is the evaluation of medical students’ academic achievement after the changes in arrangement and courses of some Basic sciences lessons in school of medicine and comparing their academic achievement before and after the changes in arrangement and the courses. In this descriptive analytical study 156 samples were selected from 2004 (group 1) and 2005 (group 2) medical freshmen. Changing courses, semester, and separating the lessons into smaller curses and elimination and addition were done in 24 Basic sciences lessons. Then the average scores of changed lessons and Basic Sciences comprehensive exams, demographic characteristics, failure rate and educational years were compared and analyzed in both groups. Data analysis was done by SPSS software using Chi–Square, Independent sample t test. This study showed that there is a significant difference between the mean score of following lessons. these are medical physics, physiology 1, theoretical pathology, practical and theoretical limb anatomy, physiology 1-a and 2-b and 2 practical and virology, theoretical bacteriology, practical trunk anatomy, practical head and neck, theoretical and practical immunology as well as the comprehensive exams mean scores (P=0.003) which increased after the changes in march 2008. The results of this study showed that changes had a positive effect on the mean scores of some lessons (including medical physics, physiology 1, theoretical pathology, theoretical and practical limb anatomy physiology 1-a and 2-b and 2 practical and virology.). However, it had a negative effect on the mean scores of some lesson i.e. theoretical bacteriology, applied trunk anatomy, applied head and neck anatomy, theoretical and practical immunology. The mean scores of the rest did not have a significant change and the mean scores of basic sciences comprehensive exams increased in both groups (P=0.003) which shows the changes were necessary and useful.