scholarly journals Programmatic assessment condensed: Introducing progress testing approaches to a single semester paramedic subject

2020 ◽  
Vol 17 (3) ◽  
pp. 195-211
Author(s):  
James Thompson ◽  
◽  
Donald Houston ◽  
Keyword(s):  
Student Performance ◽  
Choice Test ◽  
Assessment Practices ◽  
Student Knowledge ◽  
Programmatic Assessment ◽  
Progress Testing ◽  
Oral Assessment ◽  
Knowledge Requirements ◽  
Don't Know Responses ◽  
The University

The paramedic profession is rapidly evolving and has witnessed significant expansion in the scope of practice and the public expectations of the paramedic role in recent years. Increasing demands for greater knowledge and skills for paramedics has implications for the university programs tasked with their pre-employment training. The certification of paramedic student knowledge typically occurs incrementally across degree programs with aggregate results used to determine student qualification. There are concerns regarding learning sustainability of this approach. The narrowed focus of assessment practices within siloed subjects often neglects the more holistic and integrated paramedic knowledge requirements. Programmatic assessment is becoming increasingly common within medical education, offering more comprehensive, longitudinal information about student knowledge, ability and progress, obtained across an entire program of study. A common instrument of programmatic assessment is the progress test, which evaluates student understanding in line with the full broad expectations of the discipline, and is administered frequently across an entire curriculum, regardless of student year level. Our project explores the development, implementation and evaluation of modified progress testing approaches within a single semester capstone undergraduate paramedic topic. We describe the first reported approaches to interpret the breadth of knowledge requirements for the discipline and prepare and validate this as a multiple-choice test instrument. We examined students at three points across the semester, twice with an identical MCQ test spaced 10 weeks apart, and finally with an oral assessment informed by student’s individual results on the second test. The changes in student performance between two MCQ tests were evaluated, as were the results of the final oral assessment. We also analysed student feedback relating to their perceptions and experiences. Mean student correct response increased by 65 percent between test 1 and 2, with substantial declines in numbers of incorrect and don’t know responses. Our results demonstrate a substantial increase in correct responses between the two tests, a high mean score in the viva, and broad agreement about the significant impact the approaches have had on learning growth.

scholarly journals Making Progress: Introducing progress testing approaches to a single semester paramedic subject

2019 ◽  
Author(s):  
James Thompson ◽  
Don Houston
Keyword(s):  
Medical Education ◽  
Student Performance ◽  
Student Perceptions ◽  
Assessment Practices ◽  
Student Knowledge ◽  
Progress Testing ◽  
Broad Agreement ◽  
Program Of Study ◽  
And Performance ◽  
Don't Know Responses

Abstract Abstract Background. Paramedicine is a rapidly evolving profession with continually increasing demands placed upon educating its future workforce. Ensuring graduates are adequately prepared places many expectations on the suitability and effectiveness of university assessment practices, in a discipline where summative credentialing has established traditions of use. Progress tests and programmatic assessment have growingly become common fixtures of medical education, offering longitudinal information about student knowledge, ability and progress, usually across an entire program of study. Methods. Our project explored the development, implementation and evaluation of progress testing in a single semester capstone undergraduate paramedic topic. We examined the changes in student performance between two MCQ tests spaced ten weeks apart, and performance in a final oral assessment based on the same test content. Student perceptions and experiences of these events were also evaluated. Results. 55% of students indicated it was common practice to guess answers in exams. After introducing of negative marking students achieved 40% mean correct answers on previously satisfied curriculum content in our test 1. Scores increased by 65% by test 2, with substantial declines in numbers of incorrect and don’t know responses. Conclusion. Our results demonstrate a substantial increase in correct responses between the two tests, a high mean score in the viva, and broad agreement about the significant impact the approaches have had on learning growth.

Student Preparation for Dysphagia Practice: Universities and Practicum Sites Supporting a Common Outcome

2016 ◽  
Vol 1 (13) ◽  
pp. 122-129 ◽  
Author(s):  
Wendy Chase ◽  
Lucinda Soares Gonzales
Keyword(s):  
Health Care ◽  
Student Performance ◽  
Classroom Setting ◽  
Medical Settings ◽  
Student Preparation ◽  
Health Care Settings ◽  
The University ◽  
University Of Connecticut

This article will describe the approach to dysphagia education in a classroom setting at the University of Connecticut (UCONN), explore the disparity between student performance in schools vs. health care settings that was discovered at UCONN, and offer suggestions for practicum supervisors in medical settings to enhance student acquisition of competence.

scholarly journals Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups

2021 ◽  
Vol 13 (14) ◽  
pp. 7673
Author(s):  
Tarquino Sánchez-Almeida ◽  
David Naranjo ◽  
Raquel Gilar-Corbi ◽  
Jessica Reina
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Student Performance ◽  
Academic Intervention ◽  
Vulnerable Groups ◽  
University System ◽  
Higher Education System ◽  
Economic Support ◽  
Support Mechanisms ◽  
The University

In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

scholarly journals 136 Reflections on the foundational scientific knowledge of undergraduate animal science students: a three-year study

2019 ◽  
Vol 97 (Supplement_1) ◽  
pp. 79-79
Author(s):  
Lauren R Thomas ◽  
Jeremy G Powell ◽  
Elizabeth B Kegley ◽  
Kathleen Jogan
Keyword(s):  
Student Performance ◽  
Scientific Knowledge ◽  
Assessment Tool ◽  
Undergraduate Teaching ◽  
Experimental Unit ◽  
Student Knowledge ◽  
Animal Science ◽  
Muscle Foods ◽  
Assessment Scores ◽  
Percentage Points

Abstract In 2015, the University of Arkansas Department of Animal Science developed a strategy for assessing student-learning outcomes within its undergraduate teaching program. The first recognized outcome states that students will demonstrate foundational scientific knowledge in the general animal science disciplines of physiology, genetics, nutrition, muscle foods, and production animal management. Subsequently, a 58-item assessment tool was developed for direct assessment of student knowledge—focusing primarily on freshmen and senior students. Over the past 3 academic calendar years, 381 students (196 freshmen, 48 sophomores, 19 juniors, 113 seniors, 5 graduates) were assessed, either during an introduction to animal science course or by appointment with outgoing seniors majoring in animal science. Scores were categorized using demographic data collected at the beginning of the assessment tool. Comparison categories included academic class, major, and general student background (rural or urban). Data analysis were performed using the Glimmix procedure of SAS, with student serving as the experimental unit and significance set at P ≤ 0.05. Generally speaking, animal science majors performed better (P < 0.01) than students from other majors, and students with a rural background performed better (P < 0.01) than their urban-backgrounded peers. Overall, senior assessment scores averaged 23-percentage points greater (P < 0.01) than freshmen assessment scores, and the average scores for freshmen and seniors were 43% and 66% respectively. In regards to student performance within each discipline, there was an average improvement of 24 percentage points between freshmen and seniors in all of the measured disciplines except for muscle foods, which only saw a 10-percentage point improvement between the two classes. While the overall improvement in scores is indicative of increased student knowledge, the department would like to see greater improvement in all discipline scores for seniors majoring in animal science.

scholarly journals Using Data Mining for Improving Education of University Students – A Survey

2018 ◽  
Vol 6 (9) ◽  
pp. 78-83 ◽  
Author(s):  
K. P. S. D. Kumarapathirana
Keyword(s):  
Data Mining ◽  
Academic Success ◽  
Student Retention ◽  
Student Performance ◽  
Poor Performance ◽  
Academic Behavior ◽  
System Logs ◽  
Using Data ◽  
Visualization Techniques ◽  
The University

Data mining combines machine learning, statistical and visualization techniques to discover and extract knowledge. Student retention is an indicator of academic performance and enrolment management of the university. Poor student retention could reflect badly on the university. Universities are facing the immense and quick growth of the volume of educational data stored in different types of databases and system logs. Moreover, the academic success of students is another major issue for the management in all professional institutes. So the early prediction to improve the student performance through counseling and extra coaching will help the management to take timely action for decrease the percentage of poor performance by the students. Data mining can be used to find relationships and patterns that exist but are hidden among the vast amount of educational data. This survey conducts a literature survey to identify data mining technologies to monitor student, analyze student academic behavior and provide a basis for efficient intervention strategies. The results can be used to develop a decision support system and help the authorities to timely actions on weak students.

scholarly journals Management of wastewater trough theatre

2019 ◽  
Author(s):  
Kristina Tihomirova ◽  
Linda Mezule
Keyword(s):  
Wastewater Treatment ◽  
Teaching Method ◽  
Sewage Treatment ◽  
Student Knowledge ◽  
Cooperation Model ◽  
Treatment Technologies ◽  
Water And Wastewater ◽  
Active Communication ◽  
The University ◽  
Industrial Sewage

Compulsory study course on wastewater treatment and sewage systems contains lectures, classroom calculations, technical project and laboratory practicum. The course is addressing not only the developing skills in wastewater treatment technologies but also provides preparation of professionals that can communicate with institutions involved in water and wastewater sector. Over the years it has been observed that even after receiving the most sophisticated knowledge and highest markings, students often lack skills in practical communication with industry and implementation of theoretical knowledge in praxis. Here we describe student-centred teaching method that is based on the activities that are similar to theatre and allow: (i) the teacher to find and understand the weaker places in student knowledge gained during the semester; (ii) the students to form professional skills during the active communication with colleagues and mentors from industry. The students work in several groups “INDUSTRY”, “MUNICIPALITY” and EXPERTS”, try to find better solution for industrial sewage treatment and cooperation model with the municipality and present their results. After 2 years of the modernisation and adjustment, the training course has created an interest not only from student side but also from the industry representatives that are interested in communication with the new specialists and develop strong contacts with the university.

Using Team-Based Learning to Improve Learning and the Student Experience in a Mechanical Design Course

2010 ◽  
Author(s):  
Peter M. Ostafichuk ◽  
H. F. Machiel Van der Loos ◽  
James Sibley
Keyword(s):  
Student Performance ◽  
Mechanical Design ◽  
University Teaching ◽  
Teaching Evaluations ◽  
University Of British Columbia ◽  
Team Based Learning ◽  
Mechanical Components ◽  
Multiple Choice Exam ◽  
Course Format ◽  
The University

In 2008, a design course on mechanical components (MECH 325) at the University of British Columbia was converted from a conventional lecture-based format to a team-based learning (TBL) format. The MECH 325 course is content-rich and covers the characteristics, uses, selection, and sizing of common mechanical components (including gears, flexible drives, bearings, and so on). With the shift in course format to TBL, student performance on exams as well as responses to teaching evaluations and course surveys all indicate an improvement in the students’ perception of the course and student learning. Specifically, performance on multiple choice exam questions from different years (remaining similar in both style and difficulty) increased by 17%. Likewise, on official University teaching evaluations over a five-year period, students rated the TBL version of the course as having a reduced workload, seeming less advanced, seeming more relevant, and being more interesting. On informal course surveys, 76% of students on average indicated they felt the various elements of TBL were effective towards the course aims. Finally, from instructor observations, the shift to TBL has resulted in increased student engagement and collaboration, and an increased emphasis on higher-level learning, such as application, synthesis, and judgment.

Virtual learning approach to biological engineering courses in Uruguay during COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Camila Simoes ◽  
Parag Chatterjee ◽  
Lucía Paola Lemes ◽  
Andreína Tesis ◽  
Franco La Paz ◽  
...  
Keyword(s):  
Student Performance ◽  
Global Education ◽  
Course Design ◽  
Virtual Learning ◽  
Considerable Change ◽  
Biological Engineering ◽  
Transdisciplinary Approach ◽  
Content Type ◽  
The Republic ◽  
The University

PurposeIn times when digitized and blended learning paradigms are getting more profuse, the COVID-19 pandemic substantially changed the dynamics of this program, forcing all the courses to migrate to virtual modality. This study highlights the biological engineering courses at the University of the Republic (Universidad de la República) in Uruguay pertaining to the adaptations to virtual learning environments during the COVID-19 pandemic and analyzing its impact through the courses taught in the virtual setting.Design/methodology/approachGlobal education has seen a significant paradigm shift over the last few years, changing from a specialized approach to a broader transdisciplinary approach. Especially in life sciences, different fields of specializations have started to share a common space in the area of applied research and development. Based on this transdisciplinary approach, the Biological Engineering program was designed at the University of the Republic (Universidad de la República), Uruguay.FindingsThe new challenges posed by the virtual modality on the pedagogical areas like course design, teaching methodologies and evaluations and logistical aspects like laboratory-setting have sparked a considerable change in different aspects of the courses. However, despite the changes to virtual modality in this year, the student-performance showed an overall improvement compared to the last year.Originality/valueWith the changing direction of pedagogy and research in biological engineering across the world, it is quintessential to adapt university courses to the same, promoting an environment where the scientific and engineering disciplines merge and the learning methodologies lead to a dynamic and adaptive ubiquitous learning environment.

scholarly journals Assessing Diagnostic Reasoning Using a Standardized Case-Based Discussion

2019 ◽  
Vol 6 ◽  
pp. 238212051984941 ◽  
Author(s):  
Ruth M Sutherland ◽  
Katharine J Reid ◽  
Neville G Chiavaroli ◽  
David Smallwood ◽  
Geoffrey J McColl
Keyword(s):  
Medical Students ◽  
Student Performance ◽  
Clinical Training ◽  
Medical Training ◽  
Clinical Information ◽  
Performance Standards ◽  
Diagnostic Reasoning ◽  
First Year ◽  
Oral Assessment ◽  
Case Based

Background: Development of diagnostic reasoning (DR) is fundamental to medical students’ training, but assessing DR is challenging. Several written assessments focus on DR but lack the ability to dynamically assess DR. Oral assessment formats have strengths but have largely lost favour due to concerns about low reliability and lack of standardization. Medical schools and specialist medical colleges value many forms of oral assessment (eg, long case, Objective Structured Clinical Examination [OSCE], viva voce) but are increasingly searching for ways in which to standardize these formats. We sought to develop and trial a Standardized Case-Based Discussion (SCBD), a highly standardized and interactive oral assessment of DR. Methods: Two initial cohorts of medical students (n = 319 and n = 342) participated in the SCBD as part of their assessments. All students watch a video trigger (based on an authentic clinical case) and discuss their DR with an examiner for 15 minutes. Examiners probe students’ DR and assess how students respond to new standardized clinical information. An online examiner training module clearly articulates expected student performance standards. We used student achievement and student and examiner perceptions to gauge the performance of this new assessment form over 2 implementation years. Results: The SCBD was feasible to implement for a large student cohort and was acceptable to students and examiners. Most students and all examiners agreed that the SCBD discussion provided useful information on students’ DR. The assessment had acceptable internal consistency, and the associations with other assessment formats were small and positive, suggesting that the SCBD measures a related, yet novel construct. Conclusions: Rigorous, standardized oral assessments have a place in a programme of assessment in initial medical training because they provide opportunities to explore DR that are limited in other formats. We plan to incorporate an SCBD into our clinical assessments for the first year of clinical training, where teaching and assessing basic DR is emphasized. We will also explore further examiners’ understanding of and approach to assessing DR.

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