Effect of Open - Book Formative Assessment on Knowledge Achievement among Medical Students Enrolled in a PBL Curriculum

2014 ◽  
Vol 1 (1) ◽  
pp. 41-46
Author(s):  
Naif Ibrahim Alwakid ◽  
Gamal Abdelrhman Bakhaat ◽  
Khaled Abdelfattah Abulfadle
Keyword(s):  
Medical Students ◽  
Formative Assessment ◽  
Open Book

Structured Long Interview and Clinical Examination (SLICE) as Formative Assessment Tool in Clinical Clerkship: Medical Students Perspective

2021 ◽  
pp. 1-16
Author(s):  
Wajiha Shadab ◽  
Amna Ahmed Noor ◽  
Saira Waqqar ◽  
Gul Muhammad Shaikh
Keyword(s):  
Medical Students ◽  
Formative Assessment ◽  
Thematic Analysis ◽  
Assessment Tool ◽  
Clinical Skills ◽  
General Medicine ◽  
Sampling Technique ◽  
Clinical Clerkship ◽  
Primary Investigator ◽  
Skills Learning

Abstract Objective: This study aimed to assess the medical students’ opinions and views on undertaking SLICE as a formative assessment. Methods: This was a qualitative, exploratory study. Purposive sampling technique was used to select final year medical students who have undertaken a formative assessment through SLICE in their clerkship rotation. Total 32 students participated in this study .Four sets of focus group discussions (FGD) were conducted from medical students who had recently gone through their clinical clerkship modules for Pediatrics, General Medicine, General Surgery and Gynecology& Obstetrics. Each recorded FGD was transcribed verbatim. Thematic analysis was conducted manually. Themes were identified from the transcribed data, coded and analyzed. In order to achieve adequate coding and researcher reliability, investigator triangulation was performed. The initial thematic analysis was performed by the primary investigator. Thereafter, two more investigators independently analyzed the data. Before the data was finalized, all the three investigators reached a final consensus upon the themes that had emerged, ensuring triangulation of the analyzed data. Results: A four staged thematic analysis was conducted, in which five major themes and five sub-themes emerged. The main themes being: Purpose, Learning, Timing, Relevancy and Fairness of SLICE. Conclusion: The students generally thought that SLICE was effective in enhancing their clinical skills learning and should be conducted more frequently with minor adjustments. Continuous...

CORRELATION OF DIFFICULTY INDEX AND DISCRIMINATING INDEX IN MEDICAL STUDENT’S ASSESSMENT.

2021 ◽  
pp. 9-10
Author(s):  
Bhoomika R. Chauhan ◽  
Jayesh Vaza ◽  
Girish R. Chauhan ◽  
Pradip R. Chauhan
Keyword(s):  
Medical Students ◽  
Formative Assessment ◽  
Item Difficulty ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Discriminating Power ◽  
Good Discriminator ◽  
Difficulty Index ◽  
The Relationship

Multiple choice questions are nowadays used in competitive examination and formative assessment to assess the student's eligibility and certification.Item analysis is the process of collecting,summarizing and using information from students' responses to assess the quality of test items.Goal of the study was to identify the relationship between the item difficulty index and item discriminating index in medical student's assessment. 400 final year medical students from various medical colleges responded 200 items constructed for the study.The responses were assessed and analysed for item difficulty index and item discriminating power. Item difficulty index an item discriminating power were analysed by statical methods to identify correlation.The discriminating power of the items with difficulty index in 40%-50% was the highest. Summary and Conclusion:Items with good difficulty index in range of 30%-70% are good discriminator.

The Effect of Open- vs. Closed-Book Testing on Performance on a Multiple-Choice Examination in Pediatrics

PEDIATRICS ◽  
1978 ◽  
Vol 61 (2) ◽  
pp. 256-261
Author(s):  
Charles F. Schumacher ◽  
Diane W. Butzin ◽  
Laurence Finberg ◽  
Fredric D. Burg
Keyword(s):  
Medical Students ◽  
Multiple Choice ◽  
Time Limit ◽  
Open Book ◽  
Student Group ◽  
Testing Conditions ◽  
Practice Group ◽  
Significant Difference ◽  
The Mean ◽  
Level Of Motivation

A study was undertaken to test the effect of open- vs. closed-book testing conditions on performance on a graduate-level, multiple-choice examination in pediatrics. A group of practicing pediatricians and a group of medical students took the examination. For the practice group, no significant difference between mean scores was observed, and the correlation between scores under the two testing conditions was high. In the student group, however, the mean score was significantly higher under open-book conditions and the correlation between scores under the two testing conditions was positive but low. The mean score obtained by practitioners was significantly higher than the mean score obtained by students under both testing conditions. The effects of time limit and level of motivation were not explored in the present study.

Patient Feedback Requirements for Medical Students: Do Perceived Risks Outweigh the Benefits?

2017 ◽  
Vol 57 (2) ◽  
pp. 193-199 ◽  
Author(s):  
Ian S. Chua ◽  
Alyssa L. Bogetz
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Qualitative Study ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Thematic Analysis ◽  
Learning Goals ◽  
Patient Trust ◽  
Patient Feedback ◽  
Student Training

Patient feedback has increasingly become part of medical students’ training and formative assessment. We conducted a qualitative study using focus groups to explore students’ experiences soliciting patient feedback, including the benefits, challenges, and potential strategies to obtain it. Fifteen medical students participated. Thematic analysis revealed students’ (1) discomfort soliciting feedback and concern of being viewed as self-serving; (2) concerns about eroding patient trust; (3) indifference to nonspecific, positive feedback; and (4) belief that informally solicited feedback is most helpful for their learning. Strategies for soliciting more useful patient feedback included (1) team-based solicitation, (2) empowering patients as teachers, and (3) development of feedback instruments that allow patients to comment on specific student-identified learning goals. Solicitation of patient feedback is challenging for medical students and provokes discomfort. Strategies to integrate patient feedback into medical student training and assessment must attend to students’ needs so the value of patient feedback can be realized.

scholarly journals Audience response system (ARS); A way to foster formative assessment and motivation among medical students

MedEdPublish ◽  
2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Shazia Iqbal ◽  
Shahzad Ahmad ◽  
Khalid Akkour ◽  
Fatimah Taher AlHadab ◽  
Sana Hussain AlHuwaiji ◽  
...  
Keyword(s):  
Medical Students ◽  
Formative Assessment ◽  
Audience Response System ◽  
Audience Response ◽  
Response System

scholarly journals Influence of formative assessment on summative assessment in undergraduate medical students

2017 ◽  
Vol 4 (1) ◽  
pp. 16-19
Author(s):  
Nazma Begum ◽  
Sakhawat Hossain ◽  
Md Humayun Kabir Talukder
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Descriptive Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Written Test ◽  
Self Administered Questionnaire ◽  
Medical Colleges

This cross sectional descriptive study was carried out to determine the students' view about the influence of formative assessment on summative assessment The study was carried out from July 2009 to June 2010 over 300 intern doctors of Medicine and Paediatrics department of two government and two private medical colleges. Data were collected through self administered questionnaire. The questionnaire included different opinion about the influence of formative assessment on summative assessment and were rated using the 5 point Likert's scale. This study revealed that feedback from formative assessment to the students is important to supplement and modify teaching by the teachers. Students' fear is for summative assessment is reduced by formative assessment Written test, VIVA/SOE and OSCE/OSPE of formative assessment greatly improves the results of summative assessment Students opined that to improve the formative assessment the number of teachers should be increased, teachers should be trained up, teachers should give more time to the students and optimum feedback should be provided to the students. Frequency of formative assessment should remain as it is. Twenty to twenty five percent marks from formative assessment should be added to the summative assessment.Bangladesh Journal of Medical Education Vol.4(1) 2013: 16-19

scholarly journals Experiences of a London Medical Student in the COVID-19 Pandemic

2020 ◽  
Author(s):  
Alin-Ioan Suseanu
Keyword(s):  
Online Learning ◽  
Medical Student ◽  
Medical Students ◽  
Open Book ◽  
Clinical Placements ◽  
Senior Medical Student ◽  
Potential Impact

The COVID-19 pandemic has changed life as we know it. As a senior medical student in London, I offer my perspective on how the virus has affected my education and the potential impact on the education of future medical students. I cover topics including videoconferencing replacing clinical placements, the disadvantages of online learning and an unprecedent shift to online, open book examinations.

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