scholarly journals Web-based formative assessment through clinical cases: role in pathophysiology teaching

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nerea Fernández Ros ◽  
Felipe Lucena ◽  
Mercedes Iñarrairaegui ◽  
Manuel F. Landecho ◽  
Patricia Sunsundegui ◽  
...  
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Web Based ◽  
First Semester ◽  
Intermediate Group ◽  
Active Learning Strategies ◽  
Online Formative Assessment ◽  
Intermediate Performance ◽  
Clinical Cases

Abstract Background Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teaching. Methods Seven brief clinical cases were used to give formative assessment in the first semester of a pathophysiology course. To evaluate its effect on learning, we analyzed the proportion of students that passed the end of semester exam with a score above 60 over 100. We also analyzed the effect of the intervention according to the students’ previous academic performance. Results Ninety-six students participated in the study and sat the exam. Sixty-five of them passed it. Students that passed the exam had a higher previous academic performance and had done a higher number of exercises of formative assessment, both in univariate and multivariate analysis. The participants were divided in three groups, according to their previous academic performance. In the intermediate group, the number of cases done by the students who passed the exam was significantly higher than in those who did not pass it (median: 4 versus 0; P = 0.009). Conclusion Formative assessment through web-based clinical cases was followed by an improvement of the academic results in pathophysiology, mainly in students with intermediate performance.

scholarly journals Web-based Formative Assessment Through Clinical Cases: Role in Pathophysiology Teaching.

2020 ◽  
Author(s):  
Nerea Fernandez Ros ◽  
Felipe Lucena ◽  
Mercedes Iñarrairaegui ◽  
Manuel Landecho ◽  
Patricia Sunsundegui ◽  
...  
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Web Based ◽  
First Semester ◽  
Intermediate Group ◽  
Active Learning Strategies ◽  
Performance Results ◽  
Intermediate Performance ◽  
Clinical Cases

Abstract Background. Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teaching. Methods. Seven brief clinical cases were used to give formative assessment in the first semester of a pathophysiology course. To evaluate its effect on learning, we analyzed the proportion of students that passed the end of semester exam with a score above 60 over 100. We also analyzed the effect of the intervention according to the students’ previous academic performance. Results. Ninety-six students participated in the study and sat the exam. Sixty-five of them passed it. Students that passed the exam had a higher previous academic performance and had done a higher number of exercises of formative assessment, both in univariate and multivariate analysis. The participants were divided in three groups, according to their previous academic performance. In the intermediate group, the number of cases done by the students who passed the exam was significantly higher than in those who did not pass it (median: 4 versus 0; P=0.009). Conclusion. Formative assessment through web-based clinical cases increases knowledge acquisitions in pathophysiology, mainly in students with intermediate performance.

Nursing Education Innovations and Obstacles During COVID-19

2022 ◽  
pp. 162-188
Author(s):  
Amy M. Curtis ◽  
Tiffani L. Chidume ◽  
David R. Crumbley ◽  
Meghan C. Jones ◽  
Karol Renfroe ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Learning Strategies ◽  
Clinical Judgment ◽  
Teaching And Learning ◽  
Clinical Environment ◽  
First Semester ◽  
Active Learning Strategies ◽  
Technology Strategies

The COVID-19 pandemic created a paradigm shift in the way educators employ active learning strategies. In this chapter, the authors discuss how engaging and innovative learning strategies were developed to teach baccalaureate-level nursing students during the COVID-19 pandemic. The initial focus is on the teaching and learning strategies created for first-semester students who are developing foundational nursing skills and concepts. The discussion transitions to complex strategies developed for fourth-semester students, solidifying critical thinking and clinical judgment skills. Highlighted are active learning strategies used in the classroom, skills lab, and simulated clinical environment. These promote clinical judgment and present practical direction for adapting technology to provide an engaging learning environment. Throughout the chapter, the authors use several strategies to showcase how a nursing program responded to COVID-19 restrictions, including active learning and technology strategies, and how they can be applied across a curriculum using varying levels of technology.

Using peer review in formative assessment to smooth the transition onto a postgraduate taught master’s course.

2021 ◽  
Author(s):  
Caroline E. Brett
Keyword(s):  
Academic Performance ◽  
Critical Thinking ◽  
Formative Assessment ◽  
Peer Review ◽  
Review Process ◽  
Peer Review Process ◽  
Writing Skills ◽  
First Semester ◽  
Postgraduate Study ◽  
Academic Year

The transition from undergraduate to postgraduate study can be challenging and complex, with many students experiencing uncertainty and anxiety about the jump in academic requirements. Peer review has been shown to enhance students’ critical thinking and writing skills, and subsequent academic performance. This paper describes and evaluates the use of peer review in a formative assessment on a postgraduate taught master’s course. The associations between both given and received grades and feedback and subsequent academic performance were analysed. Peer feedback was shorter and contained fewer meaning-level comments than tutor feedback. Grades did not differ between peers and tutor and were positively associated with performance on similar assignments in first semester, but not over the academic year. Students reported that the peer review process enhanced their work by demonstrating how others approached a topic and encouraging them to ‘think like a marker’. The usefulness and feasibility of using peer review on taught master’s courses is discussed.

Thirty years of academic performance-enhancement with university students: Where have we been, where are we going?

2000 ◽  
Vol 17 (2) ◽  
pp. 7-23
Author(s):  
Anthony M. Grant
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Performance Enhancement ◽  
Statistical Significance ◽  
Teaching Style ◽  
Future Research ◽  
Self Directed Learning ◽  
First Semester ◽  
Meta Analyses

AbstractA number of reviews and meta-analyses in the past 30 years have described and evaluated interventions designed to enhance ocademic performance in university undergraduates. Reviewers’recommendations, however, have often remained unimplemented. This meta-review of reviews and meta-analyses of interventions published in the academic literature between 1969 and 1999 was aimed to determine which kinds of interventions have been successful in enhancing academic performance, to identify methodological shortcomings, and to suggest directions for future research and teaching practice. It was found that interventions are often successful at enhancing performance, with the recent trend towards cognitive-behavioural or metacognitive interventions showing most promise. However, there are widespread methodological shortcomings in the reviewed literature. Key recommendations for future research include random allocotion to treatment and control groups, the use of volunteer populations, exclusion of first semester students as research participants, use of nonanalogue outcome measures, and reporting of effect sizes rather than reliance solely on statistical significance as the index of success. A teaching style that fosters the use of metacognitive and self-directed learning strategies may further enhance contemporary teaching practice.

scholarly journals Obesity: the new metabolic frontier

2004 ◽  
Vol 2 (2) ◽  
pp. 10
Author(s):  
D.K. Yokaichiya ◽  
D.R. Araujo ◽  
J.A. Silva ◽  
B.B. Torres ◽  
E. Galembeck
Keyword(s):  
Learning Strategies ◽  
Cellular Response ◽  
Educational Software ◽  
Teaching Strategy ◽  
Educational Tool ◽  
Chat Rooms ◽  
Web Based ◽  
Nutrition Course ◽  
Active Learning Strategies ◽  
The Relationship

Working on active learning strategies for web based courses, the Biochemical Education Research groupfrom USP and Unicamp;s departments of Biochemistry has developed the educational software Obesity:the new metabolic frontier. The software was designed to be used as a major reference to study thissubject on 2003 Biochemistry of Nutrition course, and was based on the most recent publications aboutobesity, specially concerning the leptin role in this metabolic disturb. The most relevant characteristicof this software is the use of animated models to represent the cellular response and the presentationof many other mechanisms involved in obesity. We also intended to focus the relationship betweenleptin and other mechanisms that lead to obesity. The teaching strategy consisted in providing thestudents with the software and a text about Obesity. After few days, they should discuss the topic ina two-hour synchronous discussions chat-rooms (specially designed for this purpose), with a TeachingAssistant;s (TA) help. After the discussion, the students were asked to answer an evaluation surveyabout the activity and the software ecience to the learning process. The TAs were asked to evaluatethe software as a tool to help in teaching process. In the following week the students had to go backto the chat-rooms for an online synchronous test. The results of this experience (students and TAssatisfaction) were very clear and stimulated us to go on with software development and to improvethe use of this kind of educational tool in Biochemistry classes.

scholarly journals The Centre for Excellence in Teaching (CET) at Portucalense University: goals, strategies and expected outcomes.

2018 ◽  
Author(s):  
Sandra Raquel Gonçalves Fernandes ◽  
Paula Morais ◽  
Diana Mesquita ◽  
Marta Abelha ◽  
Sara Fernandes ◽  
...  
Keyword(s):  
Best Practices ◽  
Learning Strategies ◽  
Change Process ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Teaching Quality ◽  
First Semester ◽  
Openness To Change ◽  
Active Learning Strategies ◽  
Excellence In Teaching

This paper presents part of the change process carried out at the Portucalense University (UPT), Portugal, aimed at promoting student centred teaching and learning. To attain this goal, the Centre for Excellence in Teaching (CET) was created to support academic staff in the achievement of this outcome. The objectives of the CET are to promote pedagogic training sessions for academic staff, to develop pedagogical resources and publications and to create a website for the dissemination of best practices and for the recognition of teaching quality at UPT. The preliminary results of the implementation of the activities developed by the CET reveal a positive participation and involvement of academic staff. Teachers showed interest in developing active learning strategies and openness to change their teaching practices. Some examples of the activities implemented by teachers, in the first semester of 2017/2018, are briefly presemted in this paper.

scholarly journals STUDENTS’ PERCEPTION TOWARDS THE IMPLEMENTATION OF ONLINE FORMATIVE ASSESSMENT IN ENGLISH LEARNING

2021 ◽  
Vol 2 (2) ◽  
pp. 101-112
Author(s):  
Komang Lisna Kristiyanti ◽  
Made Hery Santosa ◽  
Ni Putu Astiti Pratiwi
Keyword(s):  
Formative Assessment ◽  
Learning Strategies ◽  
Junior High School ◽  
Assessment Process ◽  
English Learning ◽  
Mixed Method Research ◽  
Design Data ◽  
Survey Results ◽  
Online Formative Assessment

The Indonesian government policy due to the emergence of the COVID-19 pandemic requires all students and teachers to carry out the learning process online. Starting from various learning strategies to the assessment process must be carried out by applying an online system. In line with this policy, this study was conducted with the aim of investigating the implementation of one type of assessment, namely formative assessment in online learning situations. This study focuses on students’ perceptions of the implementation of formative assessment in English learning. By using a mixed-method research design, data collection was carried out through survey and interview methods. The samples of this study were 215 students of a Junior High School in Bali, Indonesia and involved 8 students from the entire sample as participants in the interview. The survey results showed that students had a positive perception of the implementation of online formative assessment. This is also supported by information obtained in the interview process, in which students feel that this type of online formative assessment is comfortable to carry out, especially because of the use of simple and easy tools. In addition, students also feel that there are things that make online formative assessment less effective, such as the unavailability of feedback which also causes students to be less interested in this type of assessment. Through this study, it is hoped that it can provide various information for students and teachers for the purpose of improving the quality of the implementation of formative assessment in English learning.

scholarly journals Sustainable and Flipped STEM Education: Formative Assessment Online Interface for Observing Pre-Service Teachers’ Performance and Motivation

2020 ◽  
Vol 10 (10) ◽  
pp. 283
Author(s):  
Jin Su Jeong ◽  
David González-Gómez ◽  
Félix Yllana Prieto
Keyword(s):  
Active Learning ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Stem Education ◽  
Positive Influence ◽  
Learning Performance ◽  
Post Test ◽  
Active Learning Strategies ◽  
And Mathematics ◽  
Motivation Effect

Sustainable science, technology, engineering, and mathematics (STEM) education involves lifelong education in various domains. Active learning strategies are receiving increased attention as an important tool, and particularly online-based formative assessment interfaces, although challenges to their use remain in sustainable and flipped STEM education. In this research, we observed pre-service teachers’ (PSTs’) performance and motivation in a university STEM course that was planned as a randomized examination of 71 students during a 2017/2018 course with an online interface for sustainable and flipped formative assessment. In terms of PSTs’ standardized performance and the motivation effect survey, we gathered and examined the data to observe pre- and post-test results on adaptive assignments. Additionally, feedback from/to instructors and their log records were recorded by the proposed interface. The results demonstrate the PSTs’ positive performance and motivation, and the feedback and log records reiterate its positive influence with 98.6% participation in the sustainable and flipped online formative assessment interface. Consequently, the foremost drawbacks and challenges that current and traditional STEM education are facing are meaningfully reflected by the results obtained. Thus, the platform allows PSTs to be more involved in experimental contexts and validates learning performance, and the motivations effect survey provides a sustainable and active learning methodology for their future profession.

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