Relevant bibliographies by topics / Formative assessment; online education; medical education

Academic literature on the topic 'Formative assessment; online education; medical education'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Formative assessment; online education; medical education"

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Snekalatha, S., S. Mohamed Marzuk, Swapnatai A. Meshram, K. Uma Maheswari, G. Sugapriya, and K. Sivasharan. "Medical students’ perception of the reliability, usefulness and feasibility of unproctored online formative assessment tests." Advances in Physiology Education 45, no. 1 (March 1, 2021): 84–88. http://dx.doi.org/10.1152/advan.00178.2020.

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Medical education has gone online because of the COVID-19 pandemic. Formative assessment is essential to facilitate the learning process in medical education. However, various challenges arise during online assessment, which include reliability, when done without monitoring and practical concerns like Internet connectivity issues. This study was done to assess the medical students’ perceptions of the reliability, usefulness, and practical challenges of online tests. One hundred first-year undergraduate medical students taking up online classes and tests in the subject of physiology were enrolled in this study. A questionnaire with items regarding practical challenges, reliability, and usefulness of the online tests, in general, and about different types of online assessment methods, in particular, were sent to the students online. Each item was rated on a five-point Likert scale, and the responses were analyzed anonymously. A large percentage of students used mobile phones (81.4%) to undertake online tests. Although most students (73.2%; P < 0.001) felt that online tests helped them substantially in learning the subject, network connectivity issues were considered to be a matter of serious concern (85.5%, P < 0.001). Among the assessment methods used, viva voce by video conferencing was thought to be most reliable (83%, P < 0.001). Multiple-choice question-based assessment when done online was felt to be more practically feasible with faster feedback than classroom assessment. The results of the study suggest that medical students find online formative assessments helpful for their learning, despite their concerns about reliability and practical challenges.
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Zayapragassarazan Z, Zayapragassarazan Z., Zachariah Bobby, and Devi Prasad Mohapatra. "Remote assessment strategies in the post-COVID era of blended learning do they have a role?" Journal of Education Technology in Health Sciences 9, no. 1 (May 15, 2022): 26–28. http://dx.doi.org/10.18231/j.jeths.2022.007.

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Since the onset of the COVID-19 pandemic in 2020, students' right to education has been threatened globally, and medical colleges are not an exception to this. During COVID-19 induced lockdown, medical colleges had to resort to online classes instead of regular academic sessions. Medical colleges and other higher education institutions in India faced a challenge in determining on how to engage their students in the learning process and assess them using reliable, effective and acceptable methods. Now that the covid pandemic is nearly over, many medical colleges have already started regular sessions. At the same time, some continue to use online lectures and other tools for engaging their learners in addition to regular classes. Medical colleges also used different online tools for formative assessments. But the effectiveness of such online educational activities is yet to be established in India. This article discusses how unsupervised online tests can be used for formative and summative exams in post-covid medical education.
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Jawed, Khaulah, Tahira Sadiq, Azhar Rashid, Rehan Ahmed Khan, and Raheela Yasmin. "Exploring the Experiences of Undergraduate Medical Students with Online Open-Book Exams: An Exploratory Qualitative Study." Pakistan Journal of Medical and Health Sciences 16, no. 5 (May 26, 2022): 131–36. http://dx.doi.org/10.53350/pjmhs22165131.

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Background: During COVID-19 medical education system in our ever-burgeoning societies thus saw a paradigm shift from in-person interactions to a virtual ones. In Pakistan, HEC also preferred online open-book exams (OBE) to closed-book exams (CBE) as an assessment strategy; issued guidelines accordingly. The absorption of this new assessment strategy proved daunting for undergraduate (UG) medical students. Careful understanding of their experiences proffers a seamless integration of online OBE in online assessment as a whole. Methods: The Qualitative exploratory design has been utilized. The sampling technique includes purposeful sampling with maximum variation in sampling type. The sample size was eighteen students for three FGDs (six students in each group). Online FGDs were conducted and thematic analysis was done with verbatim transcription of data. Result: Eight themes have been extracted from the data. The themes include understanding of students with online OBE, practice and training for online OBE, preparation for students for OBE, attempting online OBE, the spectrum of emotions, educational impact and benefits of online OBE, difficulties encountered during online OBE, and anticipated future of OBE in medical education. Conclusion: Experiences of UG medical students in online OBE indicate its potential in future applications, such as formative assessment, teaching strategy, complementing conventional exams, and assessing real-life workplace situations. Relevant findings have enabled the furnishing of one model for the effective utilization of online OBE for institutions and students. Keywords: Online Open-book exams, synchronous, undergraduate medical education, application of knowledge, problem-solving skill.
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Lee, Jonathon R., and Shelley Ross. "A Comparison of Resident-Completed and Preceptor-Completed Formative Workplace-Based Assessments in a Competency-Based Medical Education Program." Family Medicine 54, no. 8 (September 6, 2022): 599–605. http://dx.doi.org/10.22454/fammed.2022.854689.

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Background and Objectives: In competency-based medical education (CBME), should resident self-assessments be included in the array of evidence upon which summative progress decisions are made? We examined the congruence between self-assessments and preceptor assessments of residents using assessment data collected in a 2-year Canadian family medicine residency program that uses programmatic assessment as part of their approach to CBME. Methods: This was a retrospective observational cohort study using a learning analytics approach. The data source was archived formative workplace-based assessment forms (fieldnotes) stored in an online portfolio by family medicine residents and preceptors. Data came from three academic teaching sites over 3 academic years (2015-2016, 2016-2017, 2017-2018), and were analyzed in aggregate using nonparametric tests to evaluate differences in progress levels selected both within and between groups. Results: In aggregate, first-year residents’ self-reported progress was consistent with that indicated by preceptors. Progress level rating on fieldnotes improved over training in both groups. Second-year residents tended to assign themselves higher ratings on self-entered assessments compared with those assigned by preceptors; however, the effect sizes associated with these findings were small. Conclusions: Although we found differences in the progress level selected between preceptor-entered and resident-entered fieldnotes, small effect sizes suggest these differences may have little practical significance. Reasonable consistency between resident self-assessments and preceptor assessments suggests that benefits of guided self-assessment (eg, support of self-regulated learning, program efficacy monitoring) remain appealing despite potential risks.
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Abal, Mariana, Lourdes Gil Deza, Ernesto Gil Deza, Marta Dragosky, Claudia Lorena Acuna, Alba Marin Ordoñez, Monica Montiel, et al. "COVID-19 and medical education: Rethinking student assessment—The Virtual Observational Standard Clinical Examination." Journal of Clinical Oncology 39, no. 15_suppl (May 20, 2021): 11005. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.11005.

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11005 Background: The COVID-19 pandemic introduced new challenges for medical education. In particular, student assessment posed some of the most urging questions. How do we evaluate practical skills when our universities are on lockdown and our hospitals are working on a shortage of personnel? Is it possible to evaluate these skills via online means, mitigating the effects in students’ career development? This paper presents an online evaluation experience implemented at Instituto Oncológico Henry Moore-Universidad del Salvador, Buenos Aires in the postgraduate program of Clinical Oncology. The Virtual Observational Standard Clinical Examination (V-OSCE) is a technology-based adaptation of the Observational Standard Clinical Examination (OSCE) (JCO 34 (15), Abstract e18150, 2017) implemented in previous years. Methods: The V-OSCE took place in November 14, 2020 and consisted on a half-day evaluation during which students rotated through 8 stations (Table). The exam ran on three platforms: Blackboard Collaborate for the interactive elements of all stations; University online campus (Moodle platform) for student questionnaires, and Google Forms for the evaluators’ assessment of each student. Students and evaluators participated in various training sessions, and were given a month to practice before the exam. All interactions were recorded and an anonymous survey on students’ experience and opinions was conducted after the exam. Results: A total of 25 postgraduate Oncology students participated in the V-OSCE. 24 students (96%) completed all stations on time with minimum or no network connection issues. Student opinions: 24 students completed the exam experience anonymous survey; 23 found the exam tech-friendly and valued the practice time provided. When asked to score the exam in a scale of 1 to 10: 80% of the students ranked the exam with 9 or 10; and 20%, with 7 or 8. Conclusions: A) It is feasible to design new ways to assess medical students via online means. B) The experience of an OSCE can be translated to an online environment with minimum technological requirements. C) The COVID-19 pandemic effects are extensive, with serious implications in medical education. However, it has proved to be an opportunity to rethink our educational practices, design innovative formative experiences, and assess new skills that will remain significant even long after the pandemic has ended.[Table: see text]
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Huang, G. Q., B. Shen, and K. L. Mak. "WWW.TELD.NET: Online Courseware Engine for Teaching by Examples and Learning by Doing." Journal of Educational Technology Systems 29, no. 3 (March 2001): 219–35. http://dx.doi.org/10.2190/60jh-hhnh-62g3-qh9r.

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TELD stands for “Teaching by Examples and Learning by Doing.” It is an on-line courseware engine over the World Wide Web. There are four folds of meanings in TELD. First, TELD represents a teaching and learning method that unifies a number of contemporary methods such as Problem-Based Learning (PBL) in medical education, Project-Based Learning (PBL) in engineering education, and Case Method (CM) in business education. Second, TELD serves as a Web server for hosting teaching and learning materials especially based on the TELD method. A variety of on-line facilities are provided for editing and uploading course materials such as syllabus, schedule, curriculum, examples of case study, exercises of mini-project, formative and summative assessments, etc. Third, TELD is a courseware search engine where educators are able to register their course materials and search for materials suitable for a particular course. In contrast with general-purpose search engines, TELD is set up for the special purpose of education. Therefore, the time and efforts spent on surfing are expected to be reduced dramatically. Finally, TELD is an on-line virtual classroom for electronic delivery of electronic curriculum materials. In addition to providing the lecture notes, TELD not only provides discussion questions for conducting in-class discussions and homework as formative assessment but also provides facilities for students to plan and submit their group work. This article presents an overview of the TELD courseware engine together with its background and underlying philosophy.
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Dolan, Brigid M., Maria A. Yialamas, and Graham T. McMahon. "A Randomized Educational Intervention Trial to Determine the Effect of Online Education on the Quality of Resident-Delivered Care." Journal of Graduate Medical Education 7, no. 3 (September 1, 2015): 376–81. http://dx.doi.org/10.4300/jgme-d-14-00571.1.

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ABSTRACT Background There is limited research on whether online formative self-assessment and learning can change the behavior of medical professionals. Objective We sought to determine if an adaptive longitudinal online curriculum in bone health would improve resident physicians' knowledge, and change their behavior regarding prevention of fragility fractures in women. Methods We used a randomized control trial design in which 50 internal medicine resident physicians at a large academic practice were randomized to either receive a standard curriculum in bone health care alone, or to receive it augmented with an adaptive, longitudinal, online formative self-assessment curriculum delivered via multiple-choice questions. Outcomes were assessed 10 months after the start of the intervention. Knowledge outcomes were measured by a multiple-choice question examination. Clinical outcomes were measured by chart review, including bone density screening rate, calculation of the fracture risk assessment tool (FRAX) score, and rate of appropriate bisphosphonate prescription. Results Compared to the control group, residents participating in the intervention had higher scores on the knowledge test at the end of the study. Bone density screening rates and appropriate use of bisphosphonates were significantly higher in the intervention group compared with the control group. FRAX score reporting did not differ between the groups. Conclusions Residents participating in a novel adaptive online curriculum outperformed peers in knowledge of fragility fracture prevention and care practices to prevent fracture. Online adaptive education can change behavior to improve patient care.
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Azam, Fahad, and Abida Shaheen. "Response to: “Medical students’ perception of the reliability, usefulness and feasibility of unproctored online formative assessment tests”." Advances in Physiology Education 46, no. 1 (March 1, 2022): 44. http://dx.doi.org/10.1152/advan.00138.2021.

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Wu, Wei, Anna Berestova, Alisa Lobuteva, and Natalia Stroiteleva. "An Intelligent Computer System for Assessing Student Performance." International Journal of Emerging Technologies in Learning (iJET) 16, no. 02 (January 26, 2021): 31. http://dx.doi.org/10.3991/ijet.v16i02.18739.

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The purpose of the study is to identify and compare the influence of formative and summative assessment approaches based on an intelligent computer system that provides automatic feedback; the assessment is carried out in paper format, but obtaining feedback requires an appointment with a teacher. The study was conducted among 50 students in I.M. Sechenov First Moscow State Medical University (Russia) and Wuxi Institute of Technology (China). The assessment was carried out based on online tools and an intelligent learning system (ASP.NET web applications and MCQ tests). It was found that the average score of the formative test of students who passed an assessment test in the electronic format is higher than the score of those who passed the test in the classroom [t (165 = 5.334, p <0.05]. Pearson's correlation coefficient in the experimental (r2 = +0.329; p = 0.009) and control (r2 = +0.176; p = 0.076) groups confirmed a sig-nificant positive correlation. The solution can be integrated into the educational process as an additional student tool that will reduce the burden of teacher work-load and increase the assessment objectivity along with the overall performance of students.
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Danilovich, Natalia, Simon Kitto, David W. Price, Craig Campbell, Amanda Hodgson, and Paul Hendry. "Implementing Competency-Based Medical Education in Family Medicine: A Narrative Review of Current Trends in Assessment." Family Medicine 53, no. 1 (January 8, 2021): 9–22. http://dx.doi.org/10.22454/fammed.2021.453158.

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Background and Objectives: The implementation of effective competency-based medical education (CBME) relies on building a coherent and integrated system of assessment across the continuum of training to practice. As such, the developmental progression of competencies must be assessed at all stages of the learning process, including continuing professional development (CPD). Yet, much of the recent discussion revolves mostly around residency programs. The purpose of this review is to synthesize the findings of studies spanning the last 2 decades that examined competency-based assessment methods used in family medicine residency and CPD, and to identify gaps in their current practices. Methods: We adopted a modified form of narrative review and searched five online databases and the gray literature for articles published between 2000 and 2020. Data analysis involved mixed methods including quantitative frequency analysis and qualitative thematic analysis. Results: Thirty-seven studies met inclusion criteria. Fourteen were formal evaluation studies that focused on the outcome and impact evaluation of assessment methods. Articles that focused on formative assessment were prevalent. The most common levels of educational outcomes were performance and competence. There were few studies on CBME assessment among practicing family physicians. Thematic analysis of the literature identified several challenges the family medicine educational community faces with CBME assessment. Conclusions: We recommend that those involved in health education systematically evaluate and publish their CBME activities, including assessment-related content and evaluations. The highlighted themes may offer insights into ways in which current CBME assessment practices might be improved to align with efforts to improve health care.’
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Dissertations / Theses on the topic "Formative assessment; online education; medical education"

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Spady, Rebecca. "Correlating Formative Self-Assessment of Education Graduate Online Programs." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929776.

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As we become more advanced technologically in our online educational courses, it is imperative that we also incorporate effective research-based practices such as the use of formative assessment. The purpose of this study was to examine the relationship of formative self-assessment to academic achievement and self-efficacy in online graduate courses. The research included a review of online education, formative assessment, self-efficacy, and associated learning theories.

A mixed methods study was used that included quantitative and qualitative data for triangulation of the study results. A correlational research design was used for the quantitative approach and a phenomenological research design was used for the qualitative approach. The correlational research design was chosen to examine the relationships between variables and to describe the current state. The phenomenological research design was chosen because the study was focused on the relationship of a particular phenomenon to the participant’s cognitive and dispositional experiences. The subjects included students that were enrolled in Master’s in Education or Doctor of Education courses from three universities located in Southern California. The methodology included student self-assessment through a project rubric, a survey to operationalize academic achievement, and a survey and interviews to operationalize student self-efficacy. While the statistical findings did not reflect strong correlations, the non-statistical findings reflected a positive relationship between formative self-assessment as it related to academic achievement and student self-efficacy in online graduate programs. Formative self-assessment provides online educators with a tool to enhance the course effectiveness and the overall learning process.

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Gikandi, Joyce Wangui. "Online Formative Assessment in Higher Education: Enhancing Continuing Teacher Education in E-Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2012. http://hdl.handle.net/10092/7477.

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Assessment is a key aspect within teaching and learning processes in higher education (Torrance, 2007). Formative assessment may be viewed simply as constructive feedback to support learning or more holistically as ongoing assessment based on sustained engagement in learning activities within a supportive social context that expand teachable moments to scaffold learning. Online education now pervades higher education worldwide but effective ways to incorporate formative assessment within online settings is not well understood. Previous research in online postgraduate courses designed for teachers as professional learners illustrate that engagement with authentic learning activities promotes meaningful learning and transferability to their communities of practice (COP) (e.g. Mackey, 2011). However, there appears to be paucity of literature with a focus on assessment in professional learning. This thesis explores formative assessment within online postgraduate courses designed for teachers as professional learners who aim to develop capacity to incorporate information communication technologies (ICT) in their own practice. Case studies are presented to richly illustrate the design, implementation and evaluation of the effectiveness of two courses; and then further re-examined to elucidate strategies and key characteristics that can foster (or hinder) online formative assessment. Authentic and developmental learning perspectives underpinned by situated cognition theory framed the design and interpretation within a multiple-case methodology. Evidence of experiences and perceptions of the teachers and their professional students included online observation, analysis of the discourse, and semi-structured interviews. An authentic learning environment that sustained productive engagement is illustrated in both case studies along with many techniques that the teachers designed to underpin formative assessment. A key characteristic in both courses was the design of authentic assessment activities that are relevant and meaningful in real-life contexts. Techniques identified included appropriate learner autonomy, and opportunities to negotiate shared understanding of learning goals and expected outcomes including the sharing of student-created artefacts. The online reification of the artefacts and other learning community support was enabled by the ongoing documentation through creative use of online discussion forums as a feature within the learning management system (LMS). These techniques enriched the processes of ongoing monitoring, assessment of evidence of learning and interactive formative feedback. Both teachers’ beliefs about self and peer feedback also enabled both teachers to design for productive synergies between formative and summative assessment that promoted engagement and deep learning. Additional synergies of discourse among peers related to immediacy, interactivity, and mutuality in which the students recognized themselves and valued their peers as source of constructive feedback. The students also demonstrated meaningful reflectivity that manifested reflexivity within the context of their professional practices. Online formative assessment is illustrated in both courses as a form of collaborative engagement in authentic learning, including assessment activities with opportunities for ongoing interactions and formative feedback. The open-ended authentic assessment activities supported professional learners to connect the online discourse to their own classroom practices, as well as keenly engage with authentic projects that are situated in their schools. Learner autonomy stimulated self-regulated learning in which students went beyond achievement of the expected learning outcomes for summative assessment to engaging with tasks and processes that matched their own learning goals, interests and contextual needs. Learners’ involvement within formative assessment processes enhanced opportunities to negotiate meanings which fostered shared authenticity.The inherent authenticity in the course design also stimulated application of prior knowledge and experiences in ways that promoted meaningful learning. Engagement in asynchronous dialogue as a community of learners with shared goals and practice elicited alterative perspectives and disorienting dilemmas. This stimulated learners to think in new ways and more critically and to develop relevant professional competencies in ICT. These in turn supported teachers as professional learners to confidently apply their developing pedagogical practices with ICT in their own classrooms; and to share those with school colleagues. This study illustrates ways that online formative assessment can be designed to support learners to develop relevant knowledge and professional skills that increase professional competencies. Incorporating authentic formative assessment in the course design also impacted teachers’ continuing professional development (CPD), and thus their schools. A key finding from this research is conceptualization of formative assessment as a collaborative pedagogical strategy in which both the teacher and students are active players. This research provides evidence that innovative integration of formative assessment in online settings can support committed professional learners to develop competencies that are transferable into their own practice. This suggests that ongoing formative assessment is an important strategy to increase the quality of online professional development in many fields, in addition to that of education.
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Croteau, Jacqueline L. "Online Formative Assessments as Predictors of Student Academic Success." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1145.

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Increasingly, educational reform efforts are turning towards data-driven decision making strategies to help teachers improve instruction through skills-based instruction/content that is both measurable and aligned to common rigorous standards, such as the Common Core State Standards (CCSS). Examining the impact of a formative online assessment system on a summative measurement of student achievement may provide evidence that data-driven instructional platforms can impact student achievement and learning outcomes. Guided by the theoretical frameworks of Vygotsky and Dewey, along with the concepts of multiple intelligence, constructivism, and mastery learning, this study examined the relationship between student scores from an online formative assessment administered quarterly and an end-of-year summative evaluation. A stepwise multiple regression analyzed the predictive power of the iReady formative assessment program towards archived SAT-10 reading and mathematics data among Grades 1-4 students, before and after the iReady program was implemented (N = 339). The results showed a significant relationship between the iReady program and SAT-10, explaining 11.6% of the variance in SAT-10 scores. The study's intended audience is educators, school districts, and policy makers who are using the achievement data produced by formative assessments to improve results on measures of academic achievement, leading to positive social change.
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Tomaselli, Krista R. "Factors that Predict Student Success in Online High School Social Studies Courses." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1544563517980404.

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Hettiarachchi, K. H. Enosha Lasanthi Warunika. "Technology-Enhanced Assessment for Skill and Knowledge Acquisition in Online Education." Doctoral thesis, Universitat Oberta de Catalunya, 2013. http://hdl.handle.net/10803/130931.

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Technology-Enhanced Assessment (TEA) has become increasingly attractive in higher education. However, the nature of such assessments has often been limited to simple type of questions such as MCQs, which are usually knowledge-based. Cognitive skills and practical abilities cannot be assessed via simple types of questions. This raised the need to introduce interactive and intelligent dimensions into e-assessment. This research provides a new learning experience for students in both skill and knowledge assessment in online education. This was achieved through a design of a general TEA system which can be adapted to any context and an architecture that allows interoperability, security and integration of modules. The system also provides student, interactivity and the opportunity to act on the feedback through a proposed formative e-assessment model. After application of the system in the real context, it was observed that the use of the TEA system and the formative e-assessment model had a positive impact on students: they learned through engagement with the system and their performance in terms of final marks had improved. The system also provided added benefits to teachers through automated marking and tracking of students' progress throughout the whole course. Finally, with the ever increasing interests and adaptation of e-assessment, this research has produced a new perspective, not only theoretical but practical as well.
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Bloxham, Kristy T. "Using Formative Student Feedback: A Continuous Quality Improvement Approach for Online Course Development." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/801.

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The objective of this study was to examine the use of frequent, anonymous student course surveys as a tool in supporting continuous quality improvement (CQI) principles in online instruction. The study used a qualitative, multiple-case design involving four separate online courses. Analysis methods included pattern matching/explanation building, time series analysis, and thematic analysis. Findings suggested that instructors used student feedback to make course changes that alleviated technical difficulties, added and clarified content, and contributed to future course changes. Students and instructors responded positively to the opportunity to give and receive anonymous feedback and felt that it helped improve the course. It is uncertain, however, whether using CQI principles had an impact on end-of-semester teacher course quality ratings. An important finding from the research is that students like to be asked to help improve their learning experience, as long as the instructor listens and responds to their feedback. Evaluation is a valuable component of instructional design theories, which are based on the philosophy that the best designs result from an iterative process. Using a synergistic CQI approach, this study indicates that it is possible for changes to be made more quickly to a course when students are involved in the process. The combination of frequent student feedback with a willing and experienced instructor who can make expert course revision decisions allows the process of course improvement to be enhanced.
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Kim, Myo-Kyoung. "PEER-REPORTING OF ACADEMIC DISHONESTY IN CLASSROOM AND ONLINE EXAMINATIONS: PREVALENCE, EXPERIENCES, PERCEPTIONS, AND BELIEFS OF PHARMACY STUDENTS." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3723.

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The purpose of this study was to investigate pharmacy students’ experiences, perceptions, and beliefs regarding peer-reporting of academic dishonesty by adopting a cross-sectional anonymous survey to pharmacy students in the United States. In addition, this study identified factors that may affect pharmacy students’ likelihood of reporting peers’ academic dishonesty including the relationship between the cheater and their observer, the severity of the punishment on the reported cheating, and the reporting systems. Fifty-six out of 271 respondents (20.7%) reported their engagement of academic dishonesty. One hundred forty-four respondents (53.1%) reported that they directly observed someone else’s cheating behavior. One hundred eighty-nine respondents (69.7%) reported that they indirectly heard about someone else’s cheating behavior from others who directly observed cheating; yet, only 25 respondents (9.2%) peer-reported their classmates’ cheating.The current study shows that although the majority of participants believe that peer-reporting is ethical, they have not reported the cheating they observed due in part to fear of retaliation and no information (or clear direction) on who they should report to or how to report. Additionally, the current study shows that if an innovative system to anonymously report cheating (e.g., a specific peer-reporting website or hotline to protect confidentiality) is adopted, the likelihood to report in the innovative system is higher than in the current system across all types of student-student relationships and all levels of punishment. The current study also demonstrated a statistically significant inverse relationship between likelihood to report and punishment severity. Peer-reporting can be an effective method when well-established polices protect peer-reporters from retaliation and when transparent and reasonable punishments are assigned to those who engage in academic dishonesty. It is imperative that pharmacy schools consider these findings, review their policies regarding academic integrity and its peer-reporting, and modify practices so that professionalism is encouraged and expected.
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Saunders, Carmen Teresa. "Educating Globally in Medical Imaging in Latin America and Caribbean via Webinars." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4559.

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Professional development courses that focus on increasing knowledge and improving skill sets are an integral part of a medical imager's career. This study was a qualitative formative evaluation with purposeful sampling of participants in a professional development webinar course offered to medical imaging professionals in 35 Latin American and Caribbean countries. The goal of this study was to aid the agency with identifying areas in which the efficacy of the program implementation and delivery could improve. The conceptual framework model, interest-problem-based learning (INTEREST-PBL) model, and Malcolm Knowles's theory on adult learning were used to ground this project. The research questions focused on the effectiveness of the implementation of the webinars, and the identification of areas of strengths and weaknesses. Data were collected from 7 participants using semi structured interviews and online questionnaires and was analyzed through coding and thematic analysis. Findings suggested that the absence of a formative evaluation during the early stages of implementation and deployment had an impact on the efficacy of the webinar courses. Differentiated learning strategies with clearly defined goals as well as a mechanism for immediate and continued feedback need to be inserted into the webinar design. This study contributes to social change by postulating the use of an evaluation model and pedagogical tools that can assess educational programs for medical imagers that integrate global health policies, technical standards training, and the coordination and collaboration of healthcare partnerships, thus, improving their performance in the delivery of medical imaging examinations while increasing access to quality radiological examinations.
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Sproat, William. "Success Rates of Second Semester Anatomy Students in Online and On-Ground Classes at a Community College in East Tennessee." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3371.

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Educators expect the number of institutions offering online courses and the number of students enrolling in these courses to increase as many students, particularly nontraditional students, discover the advantages of online content delivery. Online courses require new methods of communication between students and faculty as well as discovering new ways to build relationships, earn student trust, conduct appropriate assessment, and deliver useful course content. Many institutions—public, private, and for-profit—offer a wide variety of online coursework but faculty, employers, and the public have expressed concerns about the quality of online course content. In particular, online delivery of coursework in the natural and physical sciences, courses previously offered only in an on-ground format because of their laboratory components, has raised questions about efficacy. The current study was designed to investigate whether there were significant differences in student success between online and on-ground second semester anatomy courses at a community college in East Tennessee during a 5-year period. Statistical analyses were conducted on the following variables: lecture final examination grade, final lecture course grade, final laboratory course grade, sex, age, and content delivery for students enrolled in online and on-ground Anatomy 2 courses at the participating community college. The results of this study indicated that the most successful students in Anatomy 2 lecture and laboratory classes were older (nontraditional-aged) male and female students who attended on-ground classes. Older students in on-ground classes were more likely to earn an A in both lecture and laboratory classes than younger (traditional-aged) students. On-ground male and female students also gained admission into the nursing program at a greater rate than did male and female students from online sections. While age apparently made no difference in the admission rate for female students, older male students from on-ground sections had a greater admission rate than younger male students.
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Campbell, Bruce G. "Diffusion of Innovations of Videoconference Technology: An Instrumental Case Study Concerning Undergraduate Degree-Seeking Nontraditional Learners." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/5.

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This applied dissertation is an instrumental case study based on diffusion of innovations theory designed to gather student opinions regarding videoconference (VC) technology use in facilitating courses to undergraduate degree-seeking nursing students. The author of diffusion of innovations theory, Rogers (2003), recommended that more qualitative studies be conducted in education. Rogers and Jain (1968) recommended these studies should be conducted from the aspect of “receivers of innovation diffusion” (p.1) to provide feedback instrumental to implementation of technological innovations in academe. Further, Rogers stated that multiple data points should be used during the process of trialing an innovation. Therefore, a current VC course was selected from the nursing curriculum of a public state college hosting one of the largest nursing programs in the southeastern United States in which to conduct the study. A total of 32 students participated divided equally between two sites: Main campus and Regional campus. Further divided, 22 personal interviews were conducted and two focus groups; one for each campus consisting 5 students each. Additionally, included in the data corpus were 40 hours of classroom observation plus, college provided end of course (EOC) summary statements. These data were triangulated to determine whether students would accept VC technology unchanged, accept with modifications, or reject VC technology based on first time exposure to the innovation during the 16-week semester. Student innovation decisions were: 6 students accepted unchanged, 14 students accepted with modifications, and 12 students rejected the innovation. Students who rejected the innovation were exclusively from the regional campus, which was the receiving site the majority of the semester. First and second-cycle analyses yielded 67 codes resulting in 5 categories, which further developed into 3 emerging themes: (a) Interaction with instructors, materials, and distant students are key elements affecting adoption decisions of students regarding VC technology; (b) Student adoption decisions are influenced by faculty members in their use of VC technology; and (c) Student opinions indicate that reinvention is necessary for VC technology to be fully adopted into the present nursing program. The five categories: Interaction, equipment, teaching methodology, instructor technology training, and student orientation provided ample detail from which to inform practice regarding recommendations for reinvention (modification) of VC technology during the implementation stage of Rogers’ five stages of the innovation-decision model. These modifications could assist the college in gaining parity between the two nursing sites, which reported an 18.53 percentage point difference in first time pass rates on the NCLEX-RN exam reported by the Florida Department of Health (Florida Health, 2015).
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Book chapters on the topic "Formative assessment; online education; medical education"

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Hysaj, Ajrina, and Harshita Aini Haroon. "Online Formative Assessment and Feedback: A Focus Group Discussion Among Language Teachers." In Social Computing and Social Media: Applications in Education and Commerce, 115–26. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05064-0_9.

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Wood, Diana F. "Formative assessment." In Understanding Medical Education, 317–28. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118472361.ch23.

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Wood, Diana F. "Formative Assessment." In Understanding Medical Education, 259–70. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444320282.ch18.

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Wood, Diana F. "Formative Assessment." In Understanding Medical Education, 361–73. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119373780.ch25.

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Al-Worafi, Yaser. "Assessment Methods in Pharmacy Education: Formative Assessment." In A Guide to Online Pharmacy Education, 333–39. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003230458-52.

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Han, Simon Byeonguk, and Eva Thanheiser. "Number Talks in Asynchronous Online Classrooms for More Equitable Participation and as Formative Assessment of Student Thinking." In Research in Mathematics Education, 147–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80230-1_8.

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Hickey, Daniel T., Tripp Harris, and Hyejeong Lee. "Dimensions of Assessment in Online and Open Education in Terms of Purpose, Function and Theory." In Handbook of Open, Distance and Digital Education, 1–14. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_80-1.

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AbstractThis chapter considers the assessment of learning in open, distance, and digital education. To add new insights to the extensive body of relevant prior research literature, the chapter uses two “dimensions” of assessment to summarize and extend this work. The first dimension is assessment function. This includes traditional summative functions (“assessment of learning”), modern formative functions (“for learning”), and contemporary transformative functions (“as learning”). This also includes recently introduced conformative functions (“as compliance”) and deformative functions (“as sabotage”). The second dimension is theory of learning. This includes differential, cognitive-associationist, cognitive-constructivist, and situative/sociocultural theories. This chapter pays particular attention to how these dimensions interact with each other in complex (and often unanticipated) ways, and briefly considers how they interact with two other dimensions (item format and assessment level, as elaborated elsewhere) in open, distance, and digital education.
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Hickey, Daniel T., Tripp Harris, and Hyejeong Lee. "Dimensions of Assessment in Online and Open Education in Terms of Purpose, Function and Theory." In Handbook of Open, Distance and Digital Education, 1325–38. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_80.

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AbstractThis chapter considers the assessment of learning in open, distance, and digital education. To add new insights to the extensive body of relevant prior research literature, the chapter uses two “dimensions” of assessment to summarize and extend this work. The first dimension is assessment function. This includes traditional summative functions (“assessment of learning”), modern formative functions (“for learning”), and contemporary transformative functions (“as learning”). This also includes recently introduced conformative functions (“as compliance”) and deformative functions (“as sabotage”). The second dimension is theory of learning. This includes differential, cognitive-associationist, cognitive-constructivist, and situative/sociocultural theories. This chapter pays particular attention to how these dimensions interact with each other in complex (and often unanticipated) ways, and briefly considers how they interact with two other dimensions (item format and assessment level, as elaborated elsewhere) in open, distance, and digital education.
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Gillespie, Jamie, Kevin Winn, Malinda Faber, and Jessica Hunt. "Implementation of a Mathematics Formative Assessment Online Tool Before and During Remote Learning." In Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium, 168–73. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11647-6_29.

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Calimag, Maria Minerva P. "The ePortfolio." In Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning, 149–70. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4769-4.ch006.

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As we stand at the threshold of enhanced higher education curricula to meet global standard, this chapter contributes to the on-going discussion on reforms in higher education by clarifying the important role of e-portfolios as technology-enhanced formative and summative assessments of authentic tasks across the continuum in medical education. Medical educators should become adept with technological advancement and apply the same in designing learning experiences that effectively integrate technology in building a conceptual understanding of medical concepts. e-Portfolios are best suited for evaluating skills such as communication, critical thinking, problem-solving, decision-making, leadership and management, and other real-life skills needed to cope with the global demands of the 21st-century global healthcare workplace. The use of portfolios as a workplace-based assessment tool has emerged as an exciting opportunity for learners to record and analyze their learning in a digital environment. The role of reflective learning in a constructivist approach is emphasized.
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Conference papers on the topic "Formative assessment; online education; medical education"

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Chen, Li-Ling. "IMPACTS OF ONLINE FORMATIVE ASSESSMENT IN LEARNING." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1288.

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Barley, Natalia, and Irina Mikhailova. "REAL-TIME FORMATIVE ASSESSMENT IN ONLINE LANGUAGE CLASSROOM." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1016.

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Shanshan Hu and Yonghua Xie. "Improve student learning using online formative assessment system." In 2010 2nd International Conference on Education Technology and Computer (ICETC). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529256.

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Andreou, Vasiliki, Sanne Peters, Jan Eggermont, and Birgitte Schoenmakers. "Factors’ Influencing Users’ Perceptions on Workplace-Based Formative Assessment." In International Conference on Medical Education (ICME 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210930.003.

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Dlab, Martina Holenko, Martina Asenbrener Katic, and Sanja Candrlic. "Ensuring formative assessment in e-course with online tests." In 2015 10th International Conference on Computer Science & Education (ICCSE). IEEE, 2015. http://dx.doi.org/10.1109/iccse.2015.7250264.

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Kumar, Krishan, Bibhya Sharma, Gavin Jahir Khan, Salsabil Nusair, and Krishna Raghuwaiya. "An exploration on effectiveness of anonymous peer assessment strategy in online formative assessments." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274162.

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Sari, Sylvia Mustika, Iis Inayati, and Atia Sidiqa. "Towards Paradigm Change of Formative Assessment in the Undergraduate Curriculum: The Participatory Action Research (PAR)." In International Conference on Medical Education (ICME 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210930.049.

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Anwar, Yenny, Djunaidah Zen, and Safira Permata. "Enhancing Critical Thinking Skills of Biology Education Students Using Online Formative Assessment." In 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.076.

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Fouché, Lauren Senna, and Erika Müller. "Exploring Formative Assessment Possibilities: Building a 'Teamwork Discourse' with First-Year Engineering Students Online." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12927.

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Effective teamwork is one of the Engineering Council of South Africa’s (ECSA) exit-level outcomes. To achieve this outcome, one has to learn specific discourses and behaviours related to teamwork. Professional Orientation is a first-year engineering module offered in an extended engineering degree programme at a residential university in South Africa. This module assists students in developing a ‘teamwork discourse’, using engineering-based projects that follow the CDIO framework. In 2020, these projects transitioned fully to a virtual environment due to Covid-19 restrictions. The iPeer Learning Management System tool for peer- and self-assessment was used in this research to investigate whether first-year students were able to apply the teamwork discourses taught to them when completing the projects online. A quantitative analysis of the iPeer results reflected that while 54% of the students remained consistent in the two projects, 16% showed an improvement, and 30% showed a decrease. The reasons for these results could be varied. Thus, a qualitative analysis of the students’ comments for increased and decreased marks was also conducted to assess how the relevant teamwork discourses were applied and to what extent. These findings confirmed that teamwork discourses could effectively be applied by a smaller percentage of first-year students.
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Pishchukhina, Olga, and Angela Allen. "Supporting learning in large classes: online formative assessment and automated feedback." In 2021 30th Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE). IEEE, 2021. http://dx.doi.org/10.1109/eaeeie50507.2021.9530953.

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Reports on the topic "Formative assessment; online education; medical education"

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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.

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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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