Is Night Float a Poison Apple to Shelf Exam Performance? Evaluating the Impact of Night Float During the Last Week of the Clerkship on Shelf Examination Score

2017 ◽  
Vol 130 ◽  
pp. 42S
Author(s):  
Laura Baecher-Lind ◽  
Sue Maxwell ◽  
Saradha Ramesh
Keyword(s):  
Exam Performance ◽  
Examination Score ◽  
Night Float ◽  
The Impact ◽  
Shelf Exam ◽  
Performance Evaluating

The use of recorded lectures in education and the impact on lecture attendance and exam performance

2015 ◽  
Vol 47 (5) ◽  
pp. 906-917 ◽  
Author(s):  
Nynke Bos ◽  
Caspar Groeneveld ◽  
Jan van Bruggen ◽  
Saskia Brand-Gruwel
Keyword(s):  
Exam Performance ◽  
The Impact

scholarly journals Nighthawk: Making Night Float Education and Patient Safety Soar

2017 ◽  
Vol 9 (6) ◽  
pp. 755-758 ◽  
Author(s):  
Brett W. Sadowski ◽  
Hector A. Medina ◽  
Joshua D. Hartzell ◽  
William T. Shimeall
Keyword(s):  
Patient Safety ◽  
Online Education ◽  
Senior Resident ◽  
Resident Satisfaction ◽  
Educational Materials ◽  
Team Members ◽  
Safety Issues ◽  
Night Float ◽  
Satisfaction With Supervision ◽  
The Impact

ABSTRACT Background  Some residency programs responded to duty hour restrictions by implementing night rotations. Night supervision models can vary, resulting in potential patient safety issues and educational voids for residents. Objective  We evaluated the impact of multiple evidence-based interventions on resident satisfaction with supervision, perception of the education value of night rotations, and residents' use of online educational materials. Methods  The night team was augmented with an intern to assist with admissions and a senior resident (the “nighthawk”) to supervise inpatient care and deliver a night medicine curriculum. We instituted a “must-call” list, with specific clinical events requiring mandatory attending notification, and reduced conflict in the role of the night float team. We studied patient contact, online curriculum use, residents' perceptions of nighthawk involvement, exposure to educational materials, and satisfaction with supervision. Results  During the first half of academic year 2016–2017, 51% (64 of 126) of trainees were on the night medicine rotation. The nighthawk reviewed 1007 intern plans (15 per night; range, 6–36) and supervised 215 hands-on evaluations, including codes and rapid responses (3 per night; range, 0–12). The number of users of the online education materials increased by 85% (13 to 24), and instances of use increased 35% (85 to 115). The majority of residents (79%, 27 of 34) favored the new system. Conclusions  A nighthawk rotation, a must-call list, and reducing conflict in night team members' roles improved resident satisfaction with supervision and the night medicine rotation, resulting in increased communication.

scholarly journals On the Efficacy of Open Educational Resources

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Huimei Delgado ◽  
Michael Delgado ◽  
John Hilton III
Keyword(s):  
Positive Impact ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Exam Performance ◽  
Pell Grant ◽  
Large Sample Size ◽  
Educational Materials ◽  
Final Exam ◽  
And Control ◽  
The Impact

Open educational resources (OER), which are free and openly licensed educational materials, have been a widely discussed topic in response to high textbook costs, the need for more pedagogical flexibility, and inequality in access to educational materials. In this study we examine the efficacy of OER through a quantitative analysis of the impact of OER on student final exam performance in a large calculus course. Our dataset affords us a relatively large sample size, allows us to classify students in both treatment and control groups, and includes a variety of covariates that allow us to control for multiple correlated factors. We estimate causal treatment effects using several econometric approaches. Our study adds the following insights into the research on OER efficacy: (i) OER materials do not, in general, lead to any significant change in student final exam performance; and (ii) OER materials have a significantly positive impact on both international students and Pell Grant eligible students.

The impact of the night float system on internal medicine residency programs

1991 ◽  
Vol 6 (5) ◽  
pp. 445-449 ◽  
Author(s):  
Marie C. Trontell ◽  
Jeffrey L. Carson ◽  
Mark I. Taragin
Keyword(s):  
Internal Medicine ◽  
Internal Medicine Residency ◽  
Residency Programs ◽  
Night Float ◽  
The Impact

scholarly journals Impact of COVID Pandemic and Hybrid teaching on Final year MBBS students’ End of clerkship Exam performance

2021 ◽  
Vol 38 (1) ◽  
Author(s):  
Sahira Aaraj ◽  
Fareeha Farooqui ◽  
Nadia Saeed ◽  
Sabeen Khan
Keyword(s):  
Online Teaching ◽  
Pearson Correlation ◽  
Cross Sectional Study ◽  
Exam Performance ◽  
Cross Sectional ◽  
Creative Commons ◽  
Hybrid Teaching ◽  
Novel Coronavirus ◽  
The Impact ◽  
One Way Anova

Background & Objectives: The novel coronavirus (SAR-CoV-2) pandemic has revolutionized medical education worldwide. Most medical schools have adopted the online teaching and assessments. Students attending modified clerkships and assessments under the stress of the pandemic, perform and score differently when compared to normal clerkships. We aimed to identify the impact of COVID-19 on final year MBBS students’ EOC (End of Clerkship) examination by comparing them with their scores prior to the COVID and with scores of the previous final year. Methods: This cross-sectional study was conducted at Shifa College of Medicine. Final year MBBS students’ scores of years 2019 and 2020 were included. Students’ EOC MCQ and OSCE scores were compared in pre-COVID and COVID affected rotations of the same year and with the previous year (2019). Data were analyzed in SPSS version 21, means scores were calculated, and one-way ANOVA was applied. Pearson correlation was calculated for correlation assessment of MCQ and OSCE scores. Results: There were 118 students. The mean EOC, OSCE, and MCQ scores in rotations one to four were 72.8±6.4, 73.3±8.1, 71.6±7.4, 72.7±6.7 and 44.4±8, 47.2±8.4, 46.1±8.2, 48.8±8.1, respectively. One-way ANOVA results before and after COVID lockdown were statistically insignificant (p=0.3) for OSCE and significant for MCQ in the final year class of 2020 (p=0.001). The Pearson correlation assessment between MCQ and OSCE scores (n=416) had a significant positive correlation (r=0.42, p=0.000). The overall comparison between scores of the final year class of 2019 and 2020 showed significant improvement in Surgery and Obstetrics/Gynae scores in 2020. Conclusion: During the COVID pandemic, the final year students’ performance in EOC MCQ and OSCE over all remained unaffected. doi: https://doi.org/10.12669/pjms.38.1.4645 How to cite this:Aaraj S, Farooqi F, Saeed N, Khan S. Impact of COVID Pandemic and Hybrid teaching on Final year MBBS students’ End of clerkship Exam performance. Pak J Med Sci. 2022;38(1):---------. doi: https://doi.org/10.12669/pjms.38.1.4645 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals “What’s on the Test?”: The Impact of Giving Students a Concept-List Study Guide

2019 ◽  
Vol 46 (2) ◽  
pp. 109-114
Author(s):  
Patrick J. Cushen ◽  
Jana Hackathorn ◽  
Maria D. Vázquez Brown ◽  
Sean C. Rife ◽  
Amanda W. Joyce ◽  
...  
Keyword(s):  
Student Performance ◽  
Introductory Psychology ◽  
Future Research ◽  
Exam Performance ◽  
Study Guide ◽  
Student Preferences ◽  
Study Guides ◽  
Psychology Course ◽  
The Impact

Students frequently request concept-list study guides prior to exams, but the benefits of instructors providing such resources are unclear. Research on memory and comprehension has suggested that some challenges in learning are associated with benefits to performance. In the context of an introductory psychology course, a study was conducted to investigate the impact of providing a concept-list study guide on exam performance, as opposed to having students create a study guide. Additionally, student preferences for various types of study guides were examined. Results indicated that although students greatly prefer that the instructors provide a study guide (as opposed to making their own), providing a concept-list study guide resulted in poorer exam performance. These results call for future research on the influence of study guides on student performance.

ACCREDITATION ON TEACHER’S PERFORMANCE AND MADRASAH NATIONAL EXAMINATION

2011 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Firdaus Basuni
Keyword(s):  
Sampling Technique ◽  
Point Of View ◽  
Examination Score ◽  
National Examination ◽  
Central Java ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
The Government ◽  
The Impact

Many efforts have been done by the government to improve the quality of education and one of them is accreditation program. This research is focused to identify the impact of accreditation on teachers’ performance and national examination score of Madrasah. The research used an ex post facto method to analyze past events and their time order to find out the influencing factors. The population of this study was 8.844 madrasah located in provinces of DKI Jakarta, Central Java, South Sulawesi, and South Sumatera. Using purposive sampling technique, 202 teachers from 73 madrasah representing those from the provinces mentioned were taken as the samples. Data analysis and interpretation suggest that: (1) From accreditation status point of view, there was no significant difference between teachers’ performances of accredited madrasah and those from non-accredited ones, (2) There was a significant difference between the teachers’ performance judging from the accreditation level point of view (on the scale of A, B, C, or D), between the teachers’ performance of madrasahs with A accreditation and B accreditation; and between the teachers’ performance of madrasah with A accreditation and C accreditation, (3) There was no significant differences between the teachers’ performance of madrasah with B accreditation and C accreditation, (4) there was a significant difference between the national examination score of accredited madrasah and the non-accreditation ones, and (5) There was no significant difference between national examination score of madrasahs with different accreditation scale of level (A, B, C, or D). Shortly, the accreditation has more influence on the teachers’ performances than on the national examination scores.

scholarly journals Does the Format of Preclass Reading Quizzes Matter? An Evaluation of Traditional and Gamified, Adaptive Preclass Reading Quizzes

2019 ◽  
Vol 18 (4) ◽  
pp. ar52
Author(s):  
Elena P. Kolpikova ◽  
Derek C. Chen ◽  
Jennifer H. Doherty
Keyword(s):  
Student Learning ◽  
Student Performance ◽  
Adaptive Learning ◽  
Exam Performance ◽  
Evidence Based ◽  
Positive Perception ◽  
Adaptive Treatment ◽  
Adaptive Technologies ◽  
The Impact

Preclass reading quizzes (RQs) have been shown to enhance student performance. Many instructors implementing evidence-based teaching assign preclass RQs to ensure their students are prepared to engage in class activities. Textbook companies now offer a gamified, adaptive-learning RQ format. In these RQs, students answer point-valued questions until they reach a threshold. If students answer incorrectly, the question decreases in point value on the next attempt. These RQs also give students who answer questions incorrectly more questions on that topic and direct students to sections of a textbook they need to review. We assessed the impact of gamified, adaptive preclass RQs compared with more traditional preclass RQs on in-class RQs and course exam performance as well as students’ perceptions of RQs. Students in the gamified, adaptive treatment performed equally compared with students in the traditional, static treatment on in-class RQs and course exams. While students in the gamified, adaptive treatment did have a more positive perception of preclass RQs, this factor explained less than 3% of the variation in RQ perception. Our findings suggest that instructors should verify that gamified, adaptive technologies impact student learning in their course before integrating them into their course and asking students to pay for them.

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