scholarly journals Dental Undergraduate Student Perceptions on Formative and Summative Assessment - A Cross Sectional Study

2020 ◽  
Vol 9 (33) ◽  
pp. 2367-2371
Author(s):  
Deesha Kumari ◽  
Bless Annie Philip ◽  
Thara Chandran
Keyword(s):  
Student Perceptions ◽  
Undergraduate Student ◽  
Summative Assessment ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional

Increasing competence in wound care: A cross-sectional study to evaluate use of a virtual patient by undergraduate student nurses

2020 ◽  
Vol 44 ◽  
pp. 102774
Author(s):  
Catherine Redmond ◽  
Philip Hardie ◽  
Carmel Davies ◽  
Deirdre Cornally ◽  
Orla Daly ◽  
...  
Keyword(s):  
Undergraduate Student ◽  
Wound Care ◽  
Student Nurses ◽  
Cross Sectional Study ◽  
Virtual Patient ◽  
Sectional Study ◽  
Cross Sectional

scholarly journals Comparison of ‘In-Person’ Vs ‘Online’ Teaching, According To Student Perception; A Descriptive Cross Sectional Study From A Medical School In Sri Lanka

2021 ◽  
Author(s):  
Priyantha Julian Perera ◽  
Mithila Manjaree Rajakaruna ◽  
Prabash Sandeep Perera
Keyword(s):  
Sri Lanka ◽  
Medical School ◽  
Student Perceptions ◽  
Online Teaching ◽  
Mode Of Delivery ◽  
Cross Sectional Study ◽  
Educational Institutions ◽  
Sectional Study ◽  
Cross Sectional ◽  
Significant Difference

Abstract Background: Along with all other human activities, education at all levels has been severely curtailed by the Covid 19 pandemic. Most educational institutions responded to this challenge by shifting their teaching activities from the traditional ‘in-person’ teaching to the ‘online’ platform. Though ‘online teaching’ has been around for some time, it was a novelty at many educational settings. This novelty was eagerly embraced by most of the students, but with time, especially in recourse limited settings student opinion might have altered. This study from a newly established medical school in Sri Lanka, discuss the student perceptions comparing ‘in-person’ vs ‘online’ teaching.Methods: A descriptive cross sectional study was conducted at the Medical faculty of Wayamba University of Sri Lanka, between 01.08. 21 and 31.08.21. Medical students currently studying in second and third years, had experienced both ‘in-person’ and ‘online teaching’. They were sent a questionnaire, in the form of a google form. Questionnaire compared ‘in-person’ vs ‘online’ teaching, with regard to different aspects of teaching and teacher- students interactions. Z score for comparing proportions was used to assess statistical significance, which was set at 95% confidant level.Results: Out of 145 google forms sent out, 133 were returned fully completed. Irrespective of the mode of delivery of lessons, there was no significant difference in student’s student active participation or ability to understand contents. However, attendance at lessons, ability to focus during a lessons, and teacher’s enthusiasm during the activity were perceived significantly higher during ‘in-person’ teaching compared to online teaching. A statistically significant number of students had a better overall impression about ‘in-person’ teaching than ‘online’ teaching. However, majority of students preferred online teaching to continue along with ‘in-person’ teaching as a highbred system.Conclusions: Majority of students wanted ‘online’ teaching to continue even after pandemic is over, though there are some shortcomings related to ‘online’ teaching. Educational institutions should constantly evaluate their online teaching program to identify the strengths and shortcomings. Regular student and teacher feedback will be useful in this regard. A highbred system of education, combining online and in-person teaching is recommended for the future.

scholarly journals Comparison between students’ perception and examination validity, reliability and items difficulty: a cross-sectional study

2020 ◽  
Author(s):  
Assad Rezigalla ◽  
Ali Eleragi ◽  
Masoud Elkhalifa ◽  
Ammar Mohammed
Keyword(s):  
Student Perceptions ◽  
Response Rate ◽  
Student Perception ◽  
Item Analysis ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Exclusion Criteria ◽  
Cross Sectional ◽  
Difficulty Index ◽  
Structured Questionnaire

Introduction: Students' perception of an examination reflects their feelings, while its item analysis refers to a statistical analysis of students’ responses to examination items. The study was conducted to compare the student’s perception towards examination to its item analysis. Material and methods: This is a cross-sectional study conducted at the college of medicine, from January to April 2019. The study used a structured questionnaire and standardized item analysis of students’ examinations. All students who had registered for semester two (2018-2019) were included in the study. Exclusion criteria included students who refused to participate in the study or those who did not fill the questionnaire. Result:  KR-20 of the examination was 0.906.  The average difficulty index of the examination was 69.4. The response rate of the questionnaire was 88.9% (40/45). Students considered the examination to be easy (70.4%). A significant correlation was reported between student perceptions towards examination difficulty and standard examination difficulty. Discussion: Student perceptions support the evidence of examination validity.  Students were found able to estimate examination difficulty. Keywords: Student perception, Item analysis, Assessment, validity, reliability.  

scholarly journals Comparison of student perception and exam validity, reliability and items difficulty: cross-sectional study

2019 ◽  
Author(s):  
Assad Ali Rezigalla ◽  
Ali Mohammed Elhassan Eleragi ◽  
Masoud Ishag Elkhalifa ◽  
Ammar M A Mohammed
Keyword(s):  
Student Perceptions ◽  
Response Rate ◽  
Student Perception ◽  
Item Analysis ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Exclusion Criteria ◽  
Cross Sectional ◽  
Difficulty Index ◽  
Structured Questionnaire

AbstractIntroductionStudent perception of an exam is a reflection of their feelings towards the exam items, while item analysis is a statistical analysis of students’ responses to exam items. The study was formulated to compare the student’s perception of the results of item analysis.Material and methodsType of the study is cross-sectional. The study was conducted in the college of medicine, in the duration from January to April 2019. The study uses a structured questionnaire and standardized item analysis of students’ exam. Participants are students registered for semester two level year (2018-2019). Exclusion criteria included all students who refused to participate in the study or do not fill the questionnaire.ResultThe response rate of the questionnaire was 88.9% (40/45). Students considered the exam as easy (70.4%). The average difficulty index of the exam is acceptable. KR-20 of the exam was 0.906. A significant correlation was reported between student perceptions towards exam difficulty and standard exam difficulty.DiscussionStudent perceptions support the evidances of exam vlaitdity. Students can estimate exam difficulty.

scholarly journals A Cross-Sectional Study Evaluating the Impact of One Year versus Two Years of Exposure to Interprofessional Education on Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE)

2016 ◽  
Vol 7 (3) ◽  
Author(s):  
Melissa E Rotz ◽  
Anisha B. Grover ◽  
Amanda Burden ◽  
Laura Pontiggia ◽  
Gladys G. Dueñas
Keyword(s):  
Medical Students ◽  
Student Perceptions ◽  
Interprofessional Education ◽  
Cross Sectional Study ◽  
Pharmacy Students ◽  
Sectional Study ◽  
Cross Sectional ◽  
Second Year ◽  
One Year ◽  
The Impact

Background: Evaluating student perceptions of interprofessional education (IPE) is important to meet accreditation standards. The objective of this study was to evaluate the impact of one year versus two years of exposure to IPE on student perceptions, as well as evaluate differences between professions. Methods: In this cross-sectional study, first and second year medical and pharmacy students enrolled in an interprofessional experiential course series at each of their respective institutions completed a perceptions instrument prior to a standardized objective behavioral assessment. Student demographics and perception scores were summarized using descriptive statistics. Chi-squared tests and Cochran-Mantel-Haenszel tests were used to assess differences in demographic variables. Between-group differences in perception scores were assessed using Wilcoxon Rank-Sum tests. Results: 155 students completed the instrument out of the 163 students enrolled in the course series. Overall, the median scores were ≥4 (4=Agree, 5=Strongly Agree) for all SPICE items and factors. No significant differences were observed between first and second year students in response to any of the SPICE items or factors. When comparing professions, significant differences were observed between pharmacy students and medical students that IPE “enhances my education” (p=0.003), “improves patient satisfaction” (p=0.001), and “enhances my future ability to collaborate” (p=0.001). Significant differences were also observed between pharmacy students and medical students for 2 of the 3 factors: teamwork (p=0.001) and patient outcomes (p=0.005). For all of the differences in items and factors, pharmacy students reported higher levels of agreement. Conclusions: Two years of exposure to IPE compared to one year (i.e. second year students vs. first year students) did not result in higher levels of agreement; however, agreement was high across all students which may have limited the ability to detect a difference. When perceptions are high early in the curriculum, maintaining the same level of agreement longitudinally may be a more appropriate educational outcome. Pharmacy students had higher levels of agreement compared to medical students for certain items. Further research is needed to determine if these differences have an impact on interprofessional collaboration. Conflict of Interest We declare no conflicts of interest or financial interests that the authors or members of their immediate families have in any product or service discussed in the manuscript, including grants (pending or received), employment, gifts, stock holdings or options, honoraria, consultancies, expert testimony, patents and royalties.   Type: Original Research

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