scholarly journals Technology Enabled Formative Assessment in Medical Education: A Pilot Study through Kahoot

2019 ◽  
Vol 11 (3) ◽  
pp. 23-29
Author(s):  
Punithalingam Youhasan ◽  
◽  
Sanooz Raheem ◽  
Keyword(s):  
Medical Education ◽  
Pilot Study ◽  
Formative Assessment

scholarly journals Perception of intern doctors about the newly introduced assessment system in the final professional MBBS examination

2017 ◽  
Vol 5 (1) ◽  
pp. 6-9
Author(s):  
Fatima Parveen Chowdhury ◽  
AKM Asaduzzaman ◽  
Tahmina Nargis ◽  
Chowdhury Nasrath Munir Abeer
Keyword(s):  
Medical Education ◽  
Formative Assessment ◽  
Descriptive Study ◽  
Assessment Method ◽  
Assessment System ◽  
Final Examination ◽  
Self Administered Questionnaire ◽  
Better Than ◽  
Medical Colleges

It was a descriptive study. The objective was to find out the perception of intern doctors regarding newly introduced assessment system in final professional MBBS examination which was held in July 2011. Data were collected from 500 inter doctors of selected medical colleges by using self administered questionnaire. It was found that majority (84%) of the respondent expressed their satisfaction with the newly introduced assessment method .Of the students 95.5% mentioned that SAQ is better than Essay questions. Inclusion of MCQ, SOE and OSCE in examination is worthy was opined by about 86.6%, 81.7%, 78% of the students respectively. Nearly eighty nine (89%) percent respondents thought that adding of a certain percentage of mark of formative assessment in final examination is better. About 29% of respondents said that examination phobia in oral /viva is not reduced by introducing SOE, 26.2% believed that all examinees are not judged in same standard by examiners by means of OSCE and 31% respondents believed that result of examination in SOE, some extent depends upon the examiners desire and intention. So, it reveals that the new assessment method is not implemented properly. Students also identified strengths and weakness of the new assessment.Bangladesh Journal of Medical Education Vol.5(1) 2014: 6-9

scholarly journals The role of films in medical education: results from a pilot study

2009 ◽  
Vol 68 (OCE2) ◽  
Author(s):  
O. Varsou ◽  
P. L. Wong ◽  
V. Wong ◽  
I. H. MacDonald ◽  
S. P. Qureshi ◽  
...  
Keyword(s):  
Medical Education ◽  
Pilot Study

scholarly journals Pilot Study of a Rating Instrument for Medical Education Web Sites

2000 ◽  
Vol 75 (3) ◽  
pp. 290 ◽  
Author(s):  
Jeng L. Yuh ◽  
Allan V. Abbott ◽  
Sidney Ontai
Keyword(s):  
Medical Education ◽  
Pilot Study ◽  
Web Sites ◽  
Rating Instrument

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 Student’s Accreditation of integrated Medical Education in Nepal

2011 ◽  
Vol 2 (1) ◽  
pp. 49-52 ◽  
Author(s):  
Indrajit Banerjee ◽  
Akhilesh Chandra Jauhari ◽  
Ajay Chandra Johorey ◽  
Sudesh Gyawali ◽  
Archana Saha
Keyword(s):  
Medical Education ◽  
Pilot Study ◽  
Medical Studies ◽  
Main Study ◽  
Medical Sciences ◽  
Policy Makers ◽  
Evaluation Procedures ◽  
The Government ◽  
Teaching Learning ◽  
Structured Questionnaire

Objective: Course curriculum of medical sciences is made by learned professors of Universities, politicians and the government officers in education ministry without consulting the students for whom it is made. Student’s Accreditation of curriculum may be useful in further modification of teaching & learning methods. In Nepal, Medical education is an experimental integrated teaching of four and half years for MBBS degree is going on for more than two decades, until now no Accreditation has been done as to what type of Doctors we are producing. The aim of the study was to find out whether integrated teaching or classical medical studies produce better doctors. Material & Methods: The study was conducted from November 2009 to February 2010 at Manipal college of Medical Sciences, Pokhara, Nepal. The present study was done to asses the teaching/learning and evaluation procedures adopted by getting Accreditation from students of 2nd, 3rd and 4th semester A structured questionnaire was prepared and a pilot study consisting of 10 students from each batch (randomly selected) was done. Results were analyzed and discussed by the authors before undertaking the main study. Later in the main study accreditation of 186 medical students was collected by same multigraded questionnaire and analyzed for the benefit of further modification of medical education by universities and medical colleges in Nepal in particular and general elsewhere. Results: All the results of the study were discussed in detailed one by one in discussion .Out of them for example one of the result of the study was that subjects like Pathology, Microbiology & Pharmacology should be reduced or not at all taught in first 2 semesters and should be continued till 7th semester like community medicine when the students attend clinical subjects for better understanding of medicine and producing better doctors. Conclusion: Overall the results were alarming & may be taken up seriously by the policy makers. They can bring about amendments in course curriculum of universities in future. Key Words: Medical Education; Multigraded Questionnaire; Bachelor of Medicine & Bachelor of Surgery DOI: 10.3126/ajms.v2i1.3592 Asian Journal of Medical Sciences 2 (2011) 49-52

Peripatetic teaching: what can medical education learn from ancient Greece?

2021 ◽  
pp. 1-7
Author(s):  
Jonathan Murphy ◽  
Christopher J Mannion
Keyword(s):  
Medical Education ◽  
Deep Learning ◽  
Pilot Study ◽  
Small Group ◽  
Teaching Method ◽  
Ancient Greece ◽  
Return Rate ◽  
Perceived Benefits ◽  
Teaching Session ◽  
Educational Impact

Background/aims Peripatetic teaching originated in the Aristotelian school of ancient Greece and refers to the action of walking, discussion and deep learning. A pilot study was carried out to evaluate the educational impact of peripatetic teaching in clinical medical education. There has been no previous evaluation of this form of teaching within medical education. Methods A pilot study was carried out to evaluate small group clinical sessions encompassing peripatetic teaching. Results A total of 56 post teaching questionnaires were completed and evaluated (return rate ~95%). High levels of satisfaction (n~4.7/5) were reported from this method of teaching. On average, a total of 1420 steps were taken during each teaching session, identifying additional exercise benefits for all. Conclusions This article identifies educational and health benefits to peripatetic teaching. The authors present a simple framework to structure each teaching session using the mnemonic FIRM – Feedback, dIscussion, Reflection and Mentorship. From this pilot study, the authors conclude that there are perceived benefits for teacher and learner from this teaching method.

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