DEVELOPING A TRAINING CURRICULUM BASED ON EXPERIENTIAL LEARNING COMBINED WITH SITUATIONAL LEARNING TO ENHANCE FUNDAMENTAL MEDICAL KNOWLEDGE AND SKILLS FOR HIGH SCHOOL STUDENTS

Abstract

This research aimed to: 1) develop a training curriculum based on experiential learning and situated learning concepts to enhance fundamental medical knowledge and competencies among upper secondary school students; 2) compare students’ knowledge before and after the implementation of the curriculum; 3) examine their fundamental medical competencies; and 4) investigate participants’ satisfaction with the training program. A one-group pretest–posttest design was employed. The sample consisted of 20 upper secondary school students who expressed interest in pursuing higher education in health sciences, selected through purposive sampling. The research instruments included the developed training curriculum, a fundamental medical knowledge test, a fundamental medical competency assessment form, and a satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and the Wilcoxon Signed-Rank Test.

      The findings revealed that the training curriculum comprised nine components: 1) rationale and principles; 2) curriculum objectives; 3) goals; 4) curriculum structure and content framework; 5) training content; 6) duration; 7) training activities; 8) instructional media; and 9) measurement and evaluation. The overall appropriateness of the curriculum was rated at the highest level (𝑥̅ = 4.67, S.D. = 0.46). Post-training fundamental medical knowledge scores were significantly higher than pre-training scores at the .01 level of statistical significance (W = 190, p < .01). Overall fundamental medical competencies were rated at the highest level (𝑥̅ = 4.92, S.D. = 0.19), and participants’ satisfaction with the curriculum was also at the highest level (𝑥̅ = 4.94, S.D. = 0.19).