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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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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Nancy, Anitha, Jeneth B. Raj, Joe D. Anton, Aravinthan Sa, and Balachandra V. Adkoli. "Online assessment vs Traditional assessment: perception of medical teachers in a tertiary level teaching hospital in South India." European Journal of Anatomy 26, no. 5 (September 2022): 599–603. http://dx.doi.org/10.52083/cpsz4396.
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The use of e-assessment has increased in higher education over the last two decades, which means that medical teachers are required to work by adapting to the increasing usage of technology. Because of the automated marking and feedback, online tests are viewed as highly efficient, fast, and reliable. The online assessment was not used for formative/summative assessment except in fewer renowned institutions in our country. But it had increased recently in all educational setups because of the COVID-19 pandemic. This study aims to know the perception of preclinical faculty on the advantages and disadvantages of using online internal assessment when compared to the traditional method. A cross-sectional survey was done using Google form with standard and validated questionnaires with Likert scale scoring (1- strongly disagree, 2- disagree, 3- neutral, 4- agree, and 5- strongly agree) for preclinical medical faculty to assess their perception of online vs traditional assessment method. The result was analyzed by descriptive statistics. Out of 45 responses, only 50% were competent to handle the online assessment, but the other 50% were confident though not competent due to lack of training. 96% of faculty agreed that paper correction load is reduced in online aptitude tests. But nearly 40% agreed that aptitude tests can assess only the student’s knowledge in the cognitive domain. In our study, we found that not all the faculty preferred to switch from the conventional method. However, they show their willingness to adopt a blended teaching and assessment method.
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Kamath, Latha, Nishith R. S., and Ananya Chakraborty. "Well-being and perspective of second year MBBS students on online pharmacology classes held during COVID-19 pandemic in a tertiary care teaching hospital." International Journal of Basic & Clinical Pharmacology 10, no. 11 (October 22, 2021): 1276. http://dx.doi.org/10.18203/2319-2003.ijbcp20214117.
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Background: COVID-19 pandemic shifted all the classroom teaching to virtual online platforms. The overnight change in the teaching structure posed serious challenges especially for medical education. This study aims to assess the well-being of medical students undergoing online medical education during COVID-19 pandemic and their perspective on online pharmacology classes.Methods: World health organization (WHO-5) well-being index was used to assess well-being of students. An internally validated questionnaire was used to assess student’s perspective on online pharmacology classes. The questionnaire was administered to eligible consenting students online through Google forms. The data obtained was analysed by SPSS software.Results: The mean wellness score (%) for all participants, (n=118) was 48.87%. The mean wellness score for males (58.67%) was higher than for females (42.41%). The average score for overall benefit of conducting online pharmacology classes was 3.32 out of 5. Objectively assessed online interactions like formative assessment, polls and quiz were rated higher than subjective interactions like debate.Conclusions: COVID-19 pandemic has caused massive disruption in the life of many people. In our study, we report a decreased well-being score in medical students attending virtual classes. The findings on well-being of students have implications on planning redressal mechanism in such extreme situations. Our analysis of student’s perspective about online interactions has implications beyond online classes. Some of the interactions can be instituted into regular curriculum increasing the student’s participation.
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KUMAR, DINESH, JAGDISH VARMA, AMOL DONGRE, and HIMANSHU PANDYA. "Scoping review of published research on medical education in India during the Covid-19 pandemic." National Medical Journal of India 35 (January 3, 2023): 243–46. http://dx.doi.org/10.25259/nmji_636_21.
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Background Medical educators in India made rapid adjustments to maintain continuity and integrity of medical education in the midst of disruption caused by the Covid-19 pandemic. However, there are concerns regarding achievement of competence by undergraduate medical students due to inadequate clinical exposure. We explored the focus of initiatives from medical educators in India by a scoping review of published articles on developments in medical education during the pandemic to map concepts, main sources and the literature available in PubMed. Methods We did this scoping review of published articles in PubMed database in four steps: (i) identification of research questions; (ii) identification of relevant studies; (iii) selection of studies meeting inclusion and exclusion criteria, and charting of data; and (iv) collating the summary and reporting of results. Manual content analysis was done to derive frequencies of variables. Results Of the 52 articles identified, 22 met the requirements. Most studies (68.2%) were published in 2020. Half of the studies were conducted among undergraduate students and the remaining among postgraduates (27.3%), faculty (18.2%) and interns (4.5%). All the studies were evaluations at Kirkpatrick level-1 (18; 81.8%) and level-2 (4; 18.2%). Most of the studies (9, 41%) focused on exploration of perspectives about online learning among students and faculty, 9 (27.3%) on teaching– learning, 4 (18.2%) on formative assessment and 3 (13.6%) on summative assessment. Conclusions Most studies were evaluations at Kirkpatrick level-1 and level-2 among undergraduate medical students with a focus on conceptual understanding.
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Ganeson, Malanashita, Sasikala Devi Amirthalingam, and Kwa Siew Kim. "Five Tips for Teaching and Learning During the COVID-19 Movement Control Order Era: A Family Medicine Perspective." Malaysian Journal of Medical Sciences 27, no. 6 (December 29, 2020): 183–86. http://dx.doi.org/10.21315/mjms2020.27.6.15.
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The Malaysian government’s ongoing movement control order (MCO) to prevent coronavirus disease 2019 (COVID-19) spread, has disrupted the teaching and learning (T&L) activities of higher education institutions in the country. This paper seeks to outline the steps taken by the Department of Family Medicine of the International Medical University (IMU), Malaysia, to adapt its online teaching and learning activities. The five tips are: i) understand how to use online T&L platforms; ii) teachers should create multiple communication channels; iii) ensure attendance is captured; iv) enhance the online T&L experience and v) conduct online formative assessments.
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Kuba, Ruchika. "Technology Enabled Delivery of Medical Programmes through ODL : A Case of Training Medical Doctors in Geriatric Medicine." Journal of Learning for Development 8, no. 2 (July 19, 2021): 298–311. http://dx.doi.org/10.56059/jl4d.v8i2.485.
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COVID-19 provided an opportunity to experiment with alternative delivery mechanisms for a medical education programme offered through open and distance learning with face-to-face training as an essential component of the programme. Non-availability of hard copies of the course material (92%) and lack of communication from the university (32%) as well as training centres (42%) were some of the challenges faced by students of the Geriatric Medicine programme of the Indira Gandhi National Open University (IGNOU) during the COVID pandemic. Around 90% were willing to attend online classes and 65% to 77% were willing to present cases online for discussion. A programme-specific web portal containing all resource material and information was visited by 85% of students. Most students attended the online classes and 68% attempted the formative assessments based on the online classes. Online classes were recorded and uploaded and were found useful by 90% of students. The experiment successfully demonstrated the feasibility and acceptance of delivering practical skills using online technological tools. Further integrating technology to complement some of the face-to-face component could be used as a permanent and effective delivery strategy, which could also reduce resource requirements.
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Jarrett, Jennie B., Jumana Antoun, and Memoona Hasnain. "Entrustable Professional Activity Utilization: A CERA Study of Family Medicine Residency Program Directors." Family Medicine 51, no. 6 (June 6, 2019): 471–76. http://dx.doi.org/10.22454/fammed.2019.876961.
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Background and Objectives: Entrustable professional activities (EPAs) is a novel assessment framework in competency-based medical education. While there are published pilot reports about utilization and validation of EPAs within undergraduate medical education (UME), there is a paucity of research within graduate medical education (GME). This study aimed to explore the landscape of EPAs within family medicine GME, particularly related to the understanding of EPAs, extent of utilization, and benefits and challenges of EPAs implementation as an assessment framework within family medicine residency programs (FMRPs) in the United States. Methods: A cross-sectional survey, as part of the 2017 Council of Academic Family Medicine (CAFM) Educational Research Alliance (CERA) Family Medicine Residency Program (FMRP) Director omnibus online survey was conducted in fall, 2017. ACGME-accredited FMRP directors were invited by email to participate. Results: The survey response rate was 53.1% (267/503). Overall, 90.1% (237/263) of FMRP directors were aware of EPAs as an assessment framework and 82.8% (197/238) understood the principles of EPAs, but 39.9% (95/238) were not confident in utilizing EPAs. Only 15.1% (36/238) of FMRP directors reported currently employing EPAs as an assessment tool. Identified benefits of EPAs use included increased transparency and congruence of expectations between learners and FRMP as well as facilitation for formative feedback. Identified barriers of EPA incorporation included difficulty integrating EPAs into the current assessment framework and faculty development. Conclusions: While EPAs are well recognized and understood by FMRP directors, there is significant lack of utilization of this assessment framework within FMRP in the United States.
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Mughal, Arsalan Manzoor, and Muhammad Umar. "Evolution of Post Graduate Curricula in Pakistan." Journal of Rawalpindi Medical College 25, no. 4 (January 13, 2022): 439–40. http://dx.doi.org/10.37939/jrmc.v25i4.1884.
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Postgraduate medical training started with the apprenticeship model. This system heavily relied on tradition and subjectivity. In the middle of the 20th century, there was a gradual shift to an objective-based structure which had its roots in the works of Ralph Tyler and Benjamin Bloom. As a result, the curriculum became focused on predefined objectives in the cognitive, psychomotor, and affective domains. This drive was aimed to standardize the learning criteria across various centers and align the tools for assessment for postgraduate medical students.1In our country, the College of Physicians and Surgeons Pakistan (CPSP) has been the main center of postgraduate medical education since its inception in 1962. With both local and foreign-trained faculty members, it was one of the first centers to start training in Medical Education in collaboration with the World Health Organization in 1979.2 Various supervisor workshops and certifications by the Department of Medical Education helped equip the faculty with the tools required for curricular development.3 Thus new curricula in each discipline were developed and were called “structured training programs”. They were based on the objective approach and largely focused on summative assessments with very few formative assessments.4In the last two decades, new evidence and methods of postgraduate teaching and assessment have evolved in the west.5 Due to technological enhancements in patient care and vast development in the scientific pool of medical knowledge, there was a demand to define outcome-based competencies that strongly align with the demands of the workplace. As a result, competency-based curriculum models were developed which “de-emphasized time-based training and promised greater accountability, flexibility, and learner-centeredness”.1 CANMEDS (Canadian Medical Education Directives for Specialists) and ACGME (Accreditation Council for Graduate Medical Education) are two of the most popular systems having a competency-based framework which has been developed and successfully implemented in North America.Competency-based programs differ from objective-based ones in the fact that instead of prescribing how to teach or learn, they focus on the demonstration of various competencies required for practice. A competency-based curriculum must exhibit “teacher-learner relationship and responsibility, workplace-based assessment approach, alignment of competencies with criterion-referenced assessment, and flexible training duration”. 6 The system focuses on the attainment of competencies by the trainee to determine readiness for unsupervised practice rather than the length of their training.The structure of a competency-based curriculum is not based solely on objectives but rather uses defined Entrustable Professional Activities (EPAs) which align the teaching and assessment at the workplace with the competency frameworks. Another key aspect of this curricular structure is milestones which are based on the skill development framework of Dreyfus and Dreyfus.1 Both these key elements ensure that the trainee has attained the desired level of clinical skill to practice.The teaching of these competencies is often done in a workplace setting. Assessments employ Work Place Based Assessment (WPBA) tools such as Directly Observed Procedural Skills (DOPS) for procedural skills, Mini Clinical Evaluation Exercises (Mini-CEX), and Chart Based Recall (CBR) for clinical reasoning skills and 360-degree feedback for professionalism, interpersonal and communication skills. The system also caters to the extent of differential achievement of learners by offering targeted help to trainees in form of regular formative feedback which is an essential component of WPBAs.7As with other, in vogue ideas of medical education, the College of Surgeons and Physicians Pakistan was the first to develop a competency-based curricular framework nearly a decade ago. It was centered on patient care and involved professionalism, pedagogy, and advocacy as essential competencies to be acquired by the specialists.4,8 One key area where the CPSP fellowship program has developed since then is the development of portfolios 9 in the form of an electronic log (e-log) system for regular monitoring of training. The e-log system also includes reflections by supervisors and trainees which is a step in the right direction.10 Other technological solutions such as learning management systems, mobile applications, simulation, and social media if added could further enhance student learning and engagement.11,12 A close inspection of the current fellowship and membership structured training programs of CPSP reveals that despite the claim of running a competency-based framework, none of the key features of this system like defined EPAs, milestones, and WPBA strategies exist. Also, there is a lack of curricular alignment with the core competencies. So, it is difficult to consider it as a competency-based framework of postgraduate medical education in a true sense.Other medical universities in the country have relatively recently developed their Master of Surgery (MS) and Doctor of Medicine (MD) curricula. Wide variations exist in their induction, teaching & learning, assessment, and evaluation criteria. Also, limited literature is available to study their curricular structural design. Instead of adopting the new competency-based framework, most have chosen to retain the archaic objective-based curricular model. Unfortunately, with no guidelines from the nascent Pakistan Medical Commission, most programs tend to evolve in the light of the Higher Education Commission’s curriculum recommendations which are based on the older objective-based approach.13Rawalpindi Medical University right from its inception had the vision to develop a University Residency Program for post-graduate studies in Medicine, Surgery, and allied disciplines based on ACGME competency-based curriculum. Under this program, we train hundreds of trainees with regular monitoring via workplace-based assessment and 360-degree feedback forms. These are evaluated by the Quality Enhancement Cell in 6 monthly cycles with feedback provided to the trainees, supervisors, and administration. The trainee is also required to log cases and activities with reflections in their logbooks. Each clinical case is also added to their online portal for record and evaluation. These regular formative tools with monitoring and feedback help the trainee assess their weaknesses, supervisors plan their trainee's progress and administration take decisions for improvement. Formative assessments are done at the end of each year comprising of MCQ, SAQ, and OSCE formats. At the end of the program, a comprehensive summative assessment is also conducted to certify competence.Nine years ago, Wasim Jafri14 wrote that “The competency-based model provides an exceptional opportunity for Pakistani postgraduate medical institutes”. We believe that today Rawalpindi Medical University is a pioneer among the medical sector universities in providing this excellent opportunity to its trainees and supports other partnering universities in developing competency-based curricula.
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Vîlceleanu, Bogdan-Viorel, Ana Maria Bălan, Elena Jugănaru, Elena Merlușcă, Agripina Rașcu, and Marina Ruxandra Oțelea. "E-learning during the COVID-19 pandemic: the impact on medical students’ perceived academic progress." Romanian Journal of Occupational Medicine 72, no. 1 (October 26, 2021): 31–39. http://dx.doi.org/10.2478/rjom-2021-0005.
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Abstract The Covid-19 pandemic created one of the most stressful situations all around the world and affected almost all activity sectors, including medical education. Sudden restrictions on social interactions forced an abrupt transition from amphitheatres and physical examinations to online lectures and, despite difficulties, the academic community rallied to continue teaching. The swift transition left academia with no time to design custom platforms and confined the university to choose among a set of readily available tools: Google Classroom and Google Meet, Zoom and Moodle, which offer a basic framework for substituting the students’ needs. In some countries, ours included, most of the summer term took place online. Although pandemics are, hopefully, rare events, the experience with online classes should be used to improve and expand current teaching models, since this improvement could be a means to a general improvement of the medical teaching system. On the other hand, the COVID-19 pandemic is not finished yet and many restrictions continue, affecting at least 20% of the total undergraduate training of several generations of doctors. The study aims to identify – within the medical students’ community - transferable aspects of online classes to the post-pandemic teaching in the perspective of blended learning. We deliberately chose to omit the examination part of the educational process in order to set the focus on the delivery of teaching. In this first analysis of the results, the degree of progress in reaching a high professionalism level was analyzed starting from the self-assessment of professional growth, that was previously found to be in good agreement with the actual achievements as derived from the traditional formative examination. [1]
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Renaud, Claude Jeffrey, Zhi Xiong Chen, Heng-Wai Yuen, Lay Ling Tan, Terry Ling Te Pan, and Dujeepa D. Samarasekera. "Impact of COVID-19 on health profession education in Singapore: Adoption of innovative strategies and contingencies across the educational continuum." Asia Pacific Scholar 6, no. 3 (July 13, 2021): 14–23. http://dx.doi.org/10.29060/taps.2021-6-3/ra2346.
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Introduction: The Coronavirus-19 pandemic has had profound effects on health professions education (HPE) posing serious challenges to the continued provision and implementation of undergraduate, postgraduate and continuing medical education (CME). Across these HPE domains, the major disruptions included the exclusion of undergraduate learners from clinical learning environments, restricted intra-, inter-institutional and overseas movement of medical professionals, termination of face-to-face learner-educator interactions, deployment of postgraduate learners into non-scope service settings, and CME postponement. Methods: In this review we report on how in Singapore various adaptive measures were instituted across the 3 HPE domains at institutional and national level to maintain adequate resources at the frontline to meet service exigencies, promote healthcare professionals’ wellbeing and safety as well as mitigate the spread of the pandemic. Results: We identified several strategies and contingencies developed to address these challenges. These involved the use of online learning platforms, distributed and asynchronous learning, an undergraduate Pathway Programme, and use of innovative hands-on technology like simulation. Robust, well pre-planned pandemic preparedness, effective communication, as well as provision of psychological support resources ensured maintenance of service and academic continuity, trust and resilience within HPE. However, several challenges remain, namely the timing and manner of conducting formative and summative assessments, cybersecurity, and the indispensable hands-on, in-person experiential learning for surgical training. Conclusion: Strong leadership with vision and planning, good communication, prioritising learners’ and educators’ wellbeing and safety, and harnessing existing and emerging online learning technologies are crucial elements for effective contingencies for HPE disruption during pandemics.
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Ulishchenko, Violetta, Andriy Ulishchenko, and Olena Kefeli-Yanovska. "Application features of educational quests in the format of blended learning in higher educational establishments." Intercultural Communication 7, no. 1 (December 22, 2022): 69–80. http://dx.doi.org/10.13166/ic/712022.4991.
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In the process of work with students (post-graduate students, interns, teachers), the application of interactive forms of work has proven its effectiveness and relevance. At the same time, we should expand the methodological diversity of the interactive, involve such forms of work that best as possible meet the needs of the blended learning format.
Quest as an interactive technology has many advantages – from a collective goal setting, definition of a strategy of movement to coordinated performance of intermediate tasks, search for substantiations and presentation of a collective decision. The main thing is that there are no obstacles to the realization of the educational quest, such as online or offline, because the help comes from the interactive board Miro.
The purpose of the work is to substantiate the peculiarities of the application of the educational quest as a game technology in blended and distance education with the goal of deepening the motivation of students of higher education institutions of Ukraine, in particular medical ones; to intensify scientific research activities, to improve interaction in groups and teams, to promote the development of clinical thinking and communicative competence.
Research methods. Theoretical (processing of the source base) and empirical (development and implementation of didactic quests in educational activities) research methods were used in the work. Due to the combination of these components, the expediency of application of quest-technologies in a blended form of education in higher education institutions is substantiated.
Conclusions. Thanks to the involvement of quests, those who study will not only save motivation, but they will also structure, renew, update the acquired knowledge for further professional growth.
Quests do not require students to be physically present in the classroom, and under the condition of a proper organization (script, route sheets for teams), the final result of their conducting in the format of blended education (through ZOOM, MIRO, another online platform for group work) is quite high.
It is also interesting to note that quests in the form close to the competition, provide the opportunity to carry out summative and formative assessment, which is extremely important for monitoring the quality of knowledge.
The application of educational quests in higher medical education with the involvement of interactive online boards opens up the opportunity to provide active interaction of subjects of training in conditions of a blended format.
During the quest, the teacher performs the functions of a moderator, since organizational moments and the working atmosphere during group communication depend on him, as well as possible help in the form of vector direction (if the discussion has reached a dead end), and substantiation of the final results.
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Zablotska, Olha, Svitlana Hordiichuk, Iryna Nikolaieva, and Oleksii Antonov. "METHODS OF FORMATION OF COMPETENCES AND LEARNING OUTCOMES OF BACHELORS OF MEDICAL DIAGNOSTICS AND TREATMENT IN THE PROCESS OF STUDYING THE TOPIC "CALCULATION AND PREPARATION OF SOLUTIONS OF APPROXIMATE CONCENTRATIONS"." Academic Notes Series Pedagogical Science 1, no. 204 (June 2022): 25–31. http://dx.doi.org/10.36550/2415-7988-2022-1-204-25-31.
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The article substantiates the professional significance of the formation of competencies in chemistry and learning outcomes of higher education in the specialty "Technologies of medical diagnostics and treatment" in the process of studying the discipline "Technique of laboratory work". It is proved that this discipline integrates knowledge of the technique of chemical experiment, in particular – the preparation of solutions of certain concentrations, which is of immense importance for the professional activities of laboratory assistants of clinical diagnostic laboratories. Thus, this problem requires special methodological attention. It is determined that the formation of competencies in chemistry and learning outcomes of higher education in the specialty "Technologies of medical diagnostics and treatment" should take place in the conditions of creating a specially organized student-centered educational environment in higher education institutions (HEIs). It enables students to use organizational, intellectual-communicative, educational, methodological, logistical, informational-technological resources of HEIs, as well as to influence the systematic updating of educational programs, thus determining the goals, structure, methods and professional orientation of their education. A list of general and special competencies as well as learning outcomes of higher education seekers, which will be formed in the specified topic of the course "Technique of laboratory work" has been composed. On the example of conducting a practical lesson on the corresponding topic, the author's method of forming and evaluating the learning outcomes of applicants for higher education is given. It is shown that the formation of these learning outcomes begins with the acquaintance of applicants with their content. Algorithms for solving computational problems of preparation of tinctures by methods of sample and dilution solutions are given. Detailed instructions for the preparation of solutions of salts, alkalis and acids and determination of their concentrations using a hydrometer are given. The place of group educational activity in the process of formation of students' learning outcomes is outlined. Methods of control and assessment of students' academic achievements are indicated, namely: online testing using modern educational platforms, self-evaluation, evaluation by group members and assessment based on the results of their experimental work.
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Mathews, Paul W., Cathy Owen, Wayne Ramsey, Gerry Corrigan, Mark Bassett, and Johannes Wenzel. "Assessment of a peer review process among interns at an Australian hospital." Australian Health Review 34, no. 4 (2010): 499. http://dx.doi.org/10.1071/ah09838.
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Purpose. This study considered how a peer review process could work in an Australian public hospital setting. Method. Up to 229 medical personnel completed an online performance assessment of 52 Junior Medical Officers (JMOs) during the last quarter of 2008. Results. Results indicated that the registrar was the most suitable person to assess interns, although other professionals, including interns themselves, were identified as capable of playing a role in a more holistic appraisal system. Significant sex differences were also found, which may be worthy of further study. Also, the affirmative rather than the formative aspect of the assessment results suggested that the criteria and questions posed in peer review be re-examined. Conclusion. A peer review process was able to be readily implemented in a large institution, and respondents were positive towards peer review generally as a valuable tool in the development of junior medical staff. What is known about the topic? The literature generally concurs that peer review is a useful tool in professional development and can provide a rounded view from diverse sources about a peer’s professional performance. It has been implemented in at least one Canadian medical facility as a mandatory process. What does this paper add? Our study identifies who is considered the most suitable peer(s) to assess interns, various substantive issues about peer review and about the process itself, and raises questions about the voluntary v. mandatory nature of peer review. It is the first study to trial peer review amongst interns in an Australian hospital. What are the implications for practitioners? That peer review is a suitable tool in professional development and generally supported in our study, suggesting that it could be implemented into Australian healthcare practice. However, education about the nature and value of peer review would be required amongst healthcare professionals, and the use of peer review could imply greater managerial engagement in medical practice. Peer review is a more effective assessment tool than that currently employed in many Australian hospitals.
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Ko, Naomi, Mayah Burgess, Lindsay Demers, Vaishali Sanchorawala, Gretchen Gignac, Frederick Thurston Drake, Michael Ryan Cassidy, Emily Baiyee, Stephanie Lee, and Beverly Moy. "Working together in cancer care: An academic community partnership for a diverse patient population." Journal of Clinical Oncology 37, no. 15_suppl (May 20, 2019): 10525. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.10525.
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10525 Background: The Massachusetts General Hospital Cancer Care Equity Program conducted a qualitative survey health assessment in the inner-city communities of Boston to study Black Bostonian patients’ perceptions of the barriers to cancer care. Findings revealed a level of mistrust toward large cancer centers and a request for more interactions with their trusted community health providers. At a subsequent community forum geared toward soliciting solutions to improve relationships with academic medical centers, community members recommended that academic oncologists increase engagement with their community health center (CHC) clinicians with a cancer lecture series. Methods: Academic oncologists from Massachusetts General Hospital and Boston Medical Center met with the leadership at two CHCs prior to the creation of the cancer lecture series. Feedback on how to best support CHC providers was established and a cancer care lecture series was created with continuing medical education (CME) credit provided. Five in-person lectures were given at each CHC. Topics included: Consultative Hematology, Breast Cancer, Prostate Cancer, Thyroid Cancer, Colon Cancer and Adrenal Masses. Survey evaluations (summative and formative) were distributed to all participants. An online portal was established to provide ongoing CME to providers. Results: Six academic physicians specializing in cancer care provided lectures at two CHCs. Currently, we have 176 surveys completed from both CHCs. Thus far, 98.3% surveys have indicated that the lectures have been “Excellent” or “Above Average,” and all participants have responded that the objectives of each presentation have been met. We have developed a website to provide ongoing CME for the lectures that were given: http://bucme.org/cancercare . Conclusions: This project aims to improve cancer care education and communication between providers from academic cancer centers and primary care providers at CHCs that care for a diverse and vulnerable patient population.
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Akat’eva, L. V., and E. R. Rogozina. "FORMATION OF PROFESSIONAL COMPETENCE OF A TOURISM MANAGER." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 31, no. 4 (December 28, 2021): 454–62. http://dx.doi.org/10.35634/2412-9550-2021-31-4-454-462.
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The article presents the results of a study conducted on the basis of the INCD "Udmurt State University" in the "Tourism" course. The purpose of this research was to study key general and professional competencies presented in the Federal State Educational Standard SPO 43.02.10 in the "Tourism" course. The research is based on the Tuning methodology, which orients educational organizations to coordinate the results of education with three target groups: representatives of the academic community (teachers), the professional community (employers) and graduate students. Social partnership allows you to take into account the specifics of the regional labor market and the demands of employers, which is a regulatory requirement of the Federal State Educational Standard. The main research method is online survey. On the results of the online survey, the authors carry out the analysis of the severity of indicators of the importance of competencies for the professional activity of a graduate on a 4-point scale; competencies are ranked according to the degree of importance for each target group. In general, the graduate's competencies in the Federal State Educational Standard SPO 43.02.10 are highly appreciated by representatives of all target groups. Average assessment of the importance of general competencies - 3.33 points; professional competencies - 3.22 points. The opinions of representatives of the academic and professional communities are more consistent, their assessments of the composition of the GEF competencies are higher than those of students. The study also showed that certain competencies are either overestimated or underestimated by groups of respondents.
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Khashaba, Ahmed Sayed. "Evaluation of the Effectiveness of Online Peer-based Formative Assessments (PeerWise) to Enhance Student Learning in Physiology: A Systematic Review Using PRISMA Guidelines." International Journal of Research in Education and Science 6, no. 4 (September 19, 2020): 613. http://dx.doi.org/10.46328/ijres.v6i4.1216.
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Due to the emerging demands on shifting focus towards the development of more student-centered and engaging learning experiences, this systematic review elucidates the effectiveness of PeerWise introduction into the blended learning model in Physiology education based on the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. Twenty electronic databases were utilized to access related studies between years 2010 to April 2020. A total of eight recent articles on PeerWise in physiology were analyzed. Three studies were conducted among medical students, and five studies were among other courses (i.e., Pharmacy, Biomedical Science, Optometry, and Human Physiology). Majority of the study designs were of cross-sectional quantitative and qualitative studies. Data extracted from the articles include (i) the pattern of PeerWise usage, (ii) the association between PeerWise and academic achievement, (iii) the level of student engagement, (iv) the quality of questions created and (v) students’ perceptions. Four emerging themes were identified among students' perceptions; (i) learning competency, (ii) fun learning experience, (iii) engagement with peers, and (iv) motivation. Methodological quality and risk of biased were assessed; and research gaps, limitations and recommendations were addressed. The present review serves as a guide for new authors to refine their knowledge and improve future research in the topic area.
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Riaz, Sidrah, Shabana Choudhary, Zahid Kamal, Muhammad Tariq Khan, Umair Tariq Mirza, and Khalid Mehmood. "Why do we fail to fail Undergraduate Medical Students? A Perception of Ophthalmology Faculty." Pakistan Journal of Medical and Health Sciences 16, no. 4 (April 26, 2022): 235–38. http://dx.doi.org/10.53350/pjmhs22164235.
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Objective of study: To evaluate the ophthalmology faculty perspective on why they fail to fail undergraduate medical students. Place and duration: Medical colleges and universities of both public and private sectors, duration was three (3) months Study design: It was a cross sectional survey. Non-probability conventional non interventional sample was used. The data was analyzed by SPSS-25. Methods: Total 134 university examiners for undergraduate medical students from ophthalmology faculty were identified from the websites of both private and public sector medical universities and colleges of the Punjab, Pakistan. The ophthalmology faculty members with more than five years of experience as a faculty were included in the study. An online survey questionnaire was sent out through Google forms. The faculty members were given reminder twice. The responses are analyzed with SPSS-25. Results: Out of 134 ophthalmology examiners, 98 (73.13%) examiners responded to the questionnaire. Among the respondents, only 80 faculty members, 58 (72.5%) males and 22 (27.5%) females, with teaching experience of more than five years, are included in the data analysis. Fifty-four (55.10%) participants declared teaching experience of more than ten years while 26 (26.53%) had experience between five to ten years. Twenty-seven (33.75%) respondents had additional qualification in the field of medical education like certification, diploma, or master’s degree (CHPE or MHPE). Fifty-five respondents (68.75%) opted that a few unmerited students passed fourth professional medical university exam. Further, 47 (58.75%) respondents also agreed that they were failed to fail a few ineligible and inefficient undergraduate 4th year medical student while marking a viva voce interactive session, a mandatory section in practical examination, as an internal or external examiner, whereas 33 (41.25%) respondents disagreed with this statement. The top five reasons behind failure to fail, as identified by the respondents were poor assessment methods (50%), lenient examiners (37.5%), commendation by colleagues or administration (22.5%), irrelevant syllabus (12.5%) and pressure from college administration (10%). Mixed opinion regarding the standards of medical education in Pakistan was emerged, according to 45% participants “it is improving”, while 55% had opinion “it is deteriorating”. The top four suggestions opted by the participants regarding improvement in medical students’ assessment to avoid fail to fail phenomena, were “teachers should be more experienced” (60%), “strictly following the criteria of 75% mandatory attendance set by university while sending students admission for university exam” (50%), “revision of admission criteria while selecting first year medical students” (25%) and “adoption of honest policy by administration while selecting students for admission in medical college” (10%). About 60 (75%) examiners felt the need to revise ophthalmology syllabus for under graduates. Conclusion: Being a medical teacher and an examiner is considered as an honour as well as a great responsibility because their students are going to be the future serving doctors, dealing with human life. An unsafe physician or surgeons is neither desirable for doctors’ community nor for the society. Examiners should be more trained, more experienced, and able to assess the failing student if he or she is inadequate, deficient, or not meeting the required standard without any bias. The formative assessment should be dependable, reliable, and rigid as compared to summative assessment and failing a student should be considered as providing them a second chance for their improvement rather than producing an inadequate or incompetent doctor. The standardized admission criteria and merit policies need to be followed. The ophthalmology syllabus should be revised as it needs to be more community oriented and precise. Key Word: Medical student, medical teacher, ophthalmology, examiner, fail.
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Sanchez-Lopez, Eva, Joseph Kasongo, Andres Filipe Gonzalez-Sanchez, and Ahmed Mostrady. "Implementation of Formative Assessment in Engineering Education." Acta Pedagogia Asiana 2, no. 1 (January 10, 2023): 43–53. http://dx.doi.org/10.53623/apga.v2i1.154.
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Formative assessment is an assessment of student learning that aims to improve students' skills or understanding of certain course themes. Formative evaluations are often conducted in class, can be conducted anonymously, and are typically much more focused on certain abilities or knowledge. This article presents a comprehensive literature analysis on formative assessment in engineering education. As an integrated narrative review, this study's methodology included a systematic search, review, and writing of the literature in order to synthesize the important themes and conclusions of research in this field. The authors selected and reviewed the available literature using qualitative thematic criteria, focusing on the relationship between formative assessment and students' attitudes, FA and self-regulation skills, online formative evaluation, validity, reliability, and dishonesty of assessment, and engagement with critical learning processes. An increase in student involvement and centrality in the process as primary actors, as well as the building of a learning community, are among the cited benefits. According to the primary results, effective online formative assessment can generate a student- and assessment-centered emphasis through formative feedback and enhanced learner engagement with significant learning experiences. In the context of online formative assessment, it has been discovered that ongoing authentic assessment activities and interactive formative feedback are vital for overcoming validity and reliability concerns.
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Shevchenko, S. S., and N. K. Tikhonova. "Comparative assessment of adherence to vaccination of young mothers and medical university students." Manager Zdravoochranenia, no. 10 (January 17, 2023): 91–96. http://dx.doi.org/10.21045/1811-0185-2022-10-91-96.
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Vaccination is a proven tool for fighting infectious diseases. With the development of the pandemic, the relevance of vaccination prevention has significantly increased, and therefore the importance of considering aspects of vaccination among various population groups has increased. Of particular importance is the commitment to vaccination of medical university students, as future doctors on the one hand, and young mothers on the other. P u r p o s e – identification of the peculiarities of adherence to vaccination of students of a separate medical university and young mothers of a certain territory to optimize the popularization of vaccination prevention. M a t e r i a l s a n d m e t h o d s . A comparative study of vaccination adherence of 167 medical university students (average age 22,3±0,79 years) and 200 mothers aged 19 to 30 years (average age 23,5±5,1 years) living in Smolensk was planned and conducted. In the course of the study, statistical, analytical methods, and open online questionnaires were used. R e s a l t s . The analysis of the results of the survey of young mothers and medical students indicates a generally positive attitude towards vaccination, the importance of which is understood by more than half of the respondents. Respondents of both groups are actively interested in the topic of vaccination prevention and would like to receive more information on this issue. The main source of information about vaccination in both young mothers and medical students are medical professionals. The majority of respondents of both sexes will vaccinate their children within the framework of the National Calendar of Preventive Vaccinations. F i n d i n g s . It is necessary to strengthen the formation of commitment to vaccine prevention among medical students and young mothers. This can be done by making changes in the educational structure; conducting webinars, seminars, conferences on immunoprophylaxis; development of informational materials for the population on vaccine prevention in the form of models, posters with the participation of students. It will be advisable to involve volunteers – medical students to speak to parents and peers on vaccination, as well as strengthening health education work among the population and talking to parents about the possible consequences of lack of vaccination.
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Sudakova, Natalia E., Tatyana N. Savina, Alfiya R. Masalimova, Mikhail N. Mikhaylovsky, Lyudmila G. Karandeeva, and Sergei P. Zhdanov. "Online Formative Assessment in Higher Education: Bibliometric Analysis." Education Sciences 12, no. 3 (March 14, 2022): 209. http://dx.doi.org/10.3390/educsci12030209.
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Assessment is critical in postsecondary education, as it is at all levels. Assessments are classified into four types: diagnostic, summative, evaluative, and formative. Recent trends in assessment have migrated away from summative to formative evaluations. Formative evaluations help students develop expertise and concentrate their schedules, ease student anxiety, instill a feeling of ownership in students as they go, and confirm the module’s subject notion. Online formative assessment (OFA) emerged as a result of the convergence of formative and computer-assisted assessment research. Bibliometric analyses provide readers with a comprehensive understanding of a study topic across a particular time period. We used a PRISMA-compliant bibliometric method. The Scopus database was searched for BibTex-formatted publication data. In total, 898 studies were analyzed. According to the results, Assessment & Evaluation in Higher Education and Computers & Education are the most influential sources. RWTH Aachen University and Universitat Oberta De Catalunya are the most effective institutions. The red cluster includes terms associated with higher education and evaluation. The word “e-assessment, e-learning, assessment, moodle” appears in the green cluster. This group is quite influential yet has a low centrality. The highest percentage is 79.2 for “online assessment”. The subject is comprised of three components: “distance learning”, “accessibility”, and “assessment design”. The most important topics were “e-assessment”, “higher education”, and “online learning”. According to the country participation network, the USA and UK were the two main centers.
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Camargo, Cristina P., Rolf Gemperli, and José Otavio Costa Auler Junior. "Medical education assessment." Revista de Medicina 97, no. 1 (March 15, 2018): 12–17. http://dx.doi.org/10.11606/issn.1679-9836.v97i1p12-17.
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One of the most critical steps for medical education is the assessment. The assessment can be divided into short-term memory, long-term memory, and retrieval memory. If the student acquires all these memories steps, the surgical skill will be mind incorporate for years. As a healthcare provider, the medical community needs to transform training and learning to a valid and reliable activity. Most of the medical evaluations are subjective; an objective assessment is difficult but most desirable. The authors described some objective surgical skill assessment based on OSAST, dexterity and global rating scale. Moreover, we discussed the formative and summative assessment roles to the medical learning process.
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Koloskova, G. A. "Professional development of teachers and their pedagogical activity in the digital educational environment." Professional education in the modern world 12, no. 3 (December 24, 2022): 487–94. http://dx.doi.org/10.20913/2618-7515-2022-3-11.
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Introduction. The article is devoted to the issues of teacher training in the context of the importance of information technology in future professional activity – this is one of the priority tasks of improving modern education.Purpose setting. The author of the article aims to identify the current state of digital competence of a teacher based on the collection and analysis of pedagogical information on the use of digital technologies in the educational process.Methodology and methods of the study. The methodological basis of the study was the formation of digital competence, which is carried out in the process of implementing educational programs of higher education, as well as professional development and retraining programs.Results. The analysis of information collection is carried out, which shows that the level of digital competence of teachers, the degree of readiness and desire of teachers to use digital tools and services in the educational process suggest the need to develop issues of organizing effective online communication of participants in the educational process, productive feedback with students through digital technologies; forming a critical assessment of students’ behavior and correcting their actions when working in a digital educational environment, monitoring students’ independence in performing educational tasks; applying the results of the analysis of students’ digital footprint to eliminate and correct educational shortcomings of individual students; using the potential of digital tools and services in organizing group work and project activities of students, communication and student involvement. Based on the analysis of the list of relevant digital competencies in the field of education, the author suggests the introduction of an additional professional development program.Conclusions. The practical significance of the work lies in the fact that the results obtained can be used to improve the methods of online learning while improving the qualifications of teachers.
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Na, Seung-Joo, Young Geon Ji, and Dong Hyeon Lee. "Application of Bloom’s taxonomy to formative assessment in real-time online classes in Korea." Korean Journal of Medical Education 33, no. 3 (September 1, 2021): 191–201. http://dx.doi.org/10.3946/kjme.2021.199.
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Purpose: This study aims to design that using formative assessment as an instructional strategy in real-time online classes, and to explore the application of Bloom’s taxonomy in the development of formative assessment items.Methods: We designed the instruction using formative assessment in real-time online classes, developed the items of formative assessment, analyzed the items statistically, and investigated students' perceptions of formative assessment through a survey.Results: It is designed to consist of 2–3 learning outcomes per hour of class and to conduct the formative assessment with 1–2 items after the lecture for each learning outcome. Formative assessment was 31 times in the physiology classes (total 48 hours) of three basic medicine integrated. There were nine “knowledge” items, 40 “comprehension” items, and 55 “application” items. There were 33 items (31.7%) with a correct rate of 80% or higher, which the instructor thought was appropriate. As a result of the survey on students’ perceptions of formative assessment, they answered that it was able to concentrate on the class and that it was helpful in achieving learning outcomes.Conclusion: The students focused during class because they had to take formative assessment immediately after the learning outcome lecture. “Integration of lesson and assessments” was maximized by solving the assessment items as well as through the instructor’s immediate explanation of answers. Through formative assessment, the students were able to utilize metacognition by learning what content they understood or did not understand. Items that consider Bloom’s taxonomy allow students to remember, understand, and apply to clinical contexts.
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Hossain, Sakhawat, Nazma Begum, and Md Humayun Kabir Talukder. "Teachers' evaluation of formative assessment on summative assessment in undergraduate medical education." Bangladesh Journal of Medical Education 3, no. 1 (April 12, 2014): 18–21. http://dx.doi.org/10.3329/bjme.v3i1.18591.
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Background: Assessment is important in all forms of learning. Formative assessments have evolved as a means to adapt to student needs. Summative assessment designed to make judgments about students' performance and produce grades Formative assessment is the assessment that takes place during a course or programming of study whereas summative assessment is normally carried out at or towards the end of a course. Objective: To determine the teachers' view about the influence of formative assessment on the result of summative assessment in undergraduate medical course. Method: This cross sectional descriptive study was carried out from July 2009 to June 2010 over 106 teachers of selected two government and two private medical colleges. A structured and pretested questionnaire included different opinion about the influence of formative assessment on summative assessment was distributed among respondents and data were collected for analysis. Results: This study revealed that majority of the teachers (77%) considered feedback from formative assessment to students is important to close up the learning gap. Eighty two percent teachers were in agreement that through formative assessment teachers identified students' weak point and 69% supported that formative assessment motivates the students for deep learning and regular study. However, frequent formative assessment hampers students' independent learning which produces negative effects in summative exam. Conclusion: Formative assessment has got significant effect on summative assessment in various aspects. DOI: http://dx.doi.org/10.3329/bjme.v3i1.18591 Bangladesh Journal of Medical Education Vol.3(1) 2012: 18-21
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Gikandi, Joyce Wangui. "Enhancing E-Learning Through Integration of Online Formative Assessment and Teaching Presence." International Journal of Online Pedagogy and Course Design 11, no. 2 (April 2021): 48–61. http://dx.doi.org/10.4018/ijopcd.2021040104.
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The proliferation of information communication technologies (ICT) continues to increase opportunities for effective pedagogical approaches and online learning. This paper reports a study on integration of online formative assessment from a teaching presence perspective of the community of inquiry (CoI) framework. The effects of this integrative pedagogical approach on students' learning experiences are explored. The study was conducted in a post graduate online course. Case study research design was utilized. The study exemplified the core elements of formative assessment including integration of authentic assessment activities within teaching and learning processes, explicit learning goals, formative feedback, and documentation of evidence of learning. These elements were aligned to the functions of teaching presence, namely design, facilitation, and direct instruction. This approach enhanced meaningful engagement with critical learning experiences including interactive collaboration, critical thinking, reflective thinking, multi-dimensional perspectives, and self-regulation.
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Prendes-Espinosa, Paz, Pedro A. García-Tudela, and Isabel Gutiérrez-Porlán. "Formative E-Assessment: A Qualitative Study Based on Master’s Degrees." International Education Studies 15, no. 2 (February 25, 2022): 1. http://dx.doi.org/10.5539/ies.v15n2p1.
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Formative assessment is a strategy that optimizes the learning process at any educational level, however its use is not very frequent as literature revision shows. In this paper, we analyse the use of formative assessment in online postgraduate studies (masters) in Spanish universities. Our sample was 31 online master’s degrees coordinators and we analyse the results obtained from a questionnaire with open questions using NVIVO software. Through qualitative analysis of the information supported by cross-queries of codes and attributes, we have considered formative assessment according to fields of knowledge, the type of digital tools used and the main difficulties identified. In this type of online masters, our data show that most of the teachers use this type of formative e-assessment to provide feedback to their students and as part of the final marks of the courses, too. So these results are relevant to understand the E-assessment strategies for master’s degrees. Finally, the main limitation of the study is the fact that it uses a sample limited to the geographical context of Spain. Nevertheless, these data are representative of E-assessment in Spanish master’s degrees and may be of interest for future research, for comparative studies in other contexts and even with face-to-face or blended-learning master’s degrees.
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Crossouard, Barbara. "Developing alternative models of doctoral supervision with online formative assessment." Studies in Continuing Education 30, no. 1 (March 2008): 51–67. http://dx.doi.org/10.1080/01580370701841549.
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Tatira, Benjamin, and Israel Kariyana. "Defining Formative Electronic Assessment in Undergraduate Mathematics: A Reflective Approach." International Journal of Learning, Teaching and Educational Research 21, no. 7 (July 30, 2022): 24–39. http://dx.doi.org/10.26803/ijlter.21.7.2.
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Formative electronic assessment of mathematics on the Learning Management System is unique. The purpose of this study was to delineate the process of formative assessment in mathematics through the students’ experiences during remote online learning. Formative assessment is part of learning and helps students to monitor their progress. Data were analysed by identifying themes from the narratives. It emerged that the e-assessments that are manually written and graded by the instructor were the best mode of assessment for undergraduate mathematics. With timely feedback, formative electronic assessment placed students in a position whereby they took more responsibility for their learning. As such, students had positive perceptions towards formative electronic assessment during remote e-learning and were prepared to proceed with it in future. The study concluded that while some students proclaimed to have the expertise in the use of e-assessments, most students did not have the expertise in using e-assessment tools, as formative e-assessments were not generally offered in other modules. Participants echoed the sentiments that instructor expertise in formative electronic assessment design should be unquestionable to promote enhanced mathematics assessments that should enable presenting the steps taken to arrive at the answers.
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Yusof, Ibnatul Jalilah, Siti Khadijah Mohamad, Mansur Bello, Hawa Syamsina Md Supie, and Lukman Hakim Ismail. "Online Formative Assessment Practices Among Academics of Tertiary Education in Sokoto State, Nigeria." International Journal of Professional Business Review 7, no. 3 (October 31, 2022): e0653. http://dx.doi.org/10.26668/businessreview/2022.v7i3.e653.
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Purpose: This study examines the effect of two main factors, that is, lack of knowledge of ICT, and the availability of ICT facilities such as hardware, software, and internet access, which identified to be the common barriers towards practicing online formative assessment. Theoretical framework: Many educational institutions have been urged to adopt online learning due to the development of communications and digital device technology as well as the COVID-19 pandemic that ravaged the world in the previous two years. The shift from offline to online mode affects how formative assessment should be conducted during teaching and learning. The lack of knowledge of information and communication technology (ICT) and ICT facilities are prevalent in Nigeria. Design/methodology/approach: This study employed a survey design to examine online assessment feedback practice as well as factors contributing to the practices among 256 academics in one tertiary education in Sokoto. Descriptive and inferential statistical analyses were used. Findings: Online formative assessment feedback practice is at low level due to lack of knowledge of software applications and facilities. Research, Practical & Social implications: Government needs to invest more on educational technology by providing adequate ICT facilities in tertiary institutions in Sokoto, as well as offering suitable trainings on ICT literacy for academics. Originality/value: Online formative assessment contributes to enhancement in educational attainment and efficiency in learning and teaching.
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Vonderwell, Selma Koc, and Marius Boboc. "Promoting Formative Assessment in Online Teaching and Learning." TechTrends 57, no. 4 (May 31, 2013): 22–27. http://dx.doi.org/10.1007/s11528-013-0673-x.
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Gikandi, J. W., D. Morrow, and N. E. Davis. "Online formative assessment in higher education: A review of the literature." Computers & Education 57, no. 4 (December 2011): 2333–51. http://dx.doi.org/10.1016/j.compedu.2011.06.004.
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Herrero de la Parte, Borja, María Santaolalla-Sánchez, Francisco Javier Santaolalla-Sánchez, Ignacio García-Alonso, Francisco Santaolalla, and Ana Sánchez del Rey. "Implementation of a Surgery Congress for Medical Students to Learn Transversal Competences. A Case of Student-Led Teaching Activity." Education Sciences 11, no. 9 (September 14, 2021): 536. http://dx.doi.org/10.3390/educsci11090536.
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Background: A dynamic training approach close to clinical work and research is highly requested by health sciences students. The aim of this paper is to present the organizational model of a student-promoted and student-managed surgical congress that encourages the acquisition of transversal competencies among the students in charge of the organization of the Congress. Methods: A two-day surgical congress for medical students organized by themselves was held. Each day comprised two separate sections corresponding to different surgical specialties; sections included three types of activities: conferences, round tables with guest professors, and practical workshops. Once the Congress had finished, an online survey was carried out to evaluate 10 items scored from 1 to 4. To assess the acquisition of transversal competences among the students organizing the congress, three evaluations were carried out by the professor involved in the organization of the congress. Results: The congress had great acceptance among the students, filling 150 available places with an attendance rate of 100%. The survey showed a high assessment of the subjects (3.48/4), conferences (3.48/4) and workshops (3.27/4). Evaluation of the round tables was significantly lower (2/4). A total of 99% considered the congress to have been useful in its formation process and 100% would recommend it. The grade of transversal competences among the students organizing the congress showed a significant increase between the first and the third evaluation, being between 1.24 and 7.25 times higher. Conclusions: the student-led student surgical congress is a well-evaluated activity for medical students, and promotes, among its organizers, the acquisition of transversal competences.
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Chen, Zexuan, Jianli Jiao, and Kexin Hu. "Formative Assessment as an Online Instruction Intervention." International Journal of Distance Education Technologies 19, no. 1 (January 2021): 1–16. http://dx.doi.org/10.4018/ijdet.20210101.oa1.
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Online education has long been suffering from high dropout rate and low achievement. However, both asynchronous and synchronous online instructions have to become effective to serve as a quick response to maintain undisrupted learning during the COVID-19 outbreak. The purpose of the present study was to examine student engagement, learning outcome, and students' perceptions of an online course featured with frequent tasks, quizzes, and tests as formative assessment. Data were collected from the first five weeks of a course that was temporarily converted from blended learning to be fully online in time of school closure. Analysis of students' learning records and scores indicated that students engaged themselves actively in all of the online learning activities and had gained high scores in all tasks, quizzes, and tests. In addition, students held positive perceptions towards the formative assessment.
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Olofsson, Anders D., J. Ola Lindberg, and Ulf Stödberg. "Shared video media and blogging online." Campus-Wide Information Systems 28, no. 1 (January 4, 2011): 41–55. http://dx.doi.org/10.1108/10650741111097287.
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PurposeThe purpose of this paper is to provide an understanding of students' meaning‐making processes, as they are part of an e‐assessment practice via written blog posting upon their own, and their co‐students' performances, presented online through shared video media.Design/methodology/approachThe research relies on qualitative data to provide an analysis of students' use of the educational technology tool called VoiceThread©. These data were provided by collecting Swedish higher education students' postings and comments in relation to two video clips published in VoiceThread. The formal learning sequence model by Selander together with theories on communication and reflection were used in the analysis.FindingsThe data and the analysis show that shared video media and blogging embrace a potential to facilitate communication and reflection among online higher education students. In addition, the design of the course seems to strengthen the use of formative e‐assessment.Research limitations/implicationsThe research reported on in this paper should, preferably, be followed by additional research on educational technology, social software and e‐assessment; informed design of practices of formative e‐assessment; and the role of formative e‐assessment in the facilitating and enhancement of the students' learning and meaning‐making processes.Practical implicationsThis paper provides researched‐based ideas of ways in which teachers in online higher education can design their courses, if they want to cultivate the students' communicative and reflective skills.Originality/valueThis paper provides an important insight into the use of shared video media and blogging in online higher education, especially, the way it can be designed for within a formative e‐assessment course approach.
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Liu, Yan, and Hongfeng Zhang. "Exploring the Influencing Factors and Validity of Formative Assessment in Online Learning." Journal of Education and e-Learning Research 9, no. 4 (November 16, 2022): 278–87. http://dx.doi.org/10.20448/jeelr.v9i4.4288.
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Online learning is increasingly popular as the pandemic spreads around the globe. This shift in learning preferences presents opportunities and difficulties for the assessment of learning. As a method of assessment used throughout the learning process, formative assessment can encourage students' interest in learning, enhance learning outcomes, support teachers' strategic planning and maximize teaching results. However, the effectiveness of online formative assessment has been questioned. This study uses a qualitative research methodology based on Grounded Theory to analyze the validity of formative assessment in online learning by examining the factors unique to online learning that affect it. After reviewing previous studies and interviewing 45 online learners, this paper three-level-coded the sources and analyzed them. Findings show that the validity is influenced by the lack of functional alienation caused by the effects of the subject's emotional game and adaptability, objective environment and technology and poor interaction. To help implement formative assessment in real classroom practices, two models were established based on the findings, namely the Formative Assessment Model (FAM) and Online Formative Assessment Validity Model (OFAV). This study asks about the influence factors and explores how much the validity of formative assessment shows in online practice, and provides new feasible ideas and suggestions for the future development of the field of educational assessment.
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Mohamadi Zenouzagh, Zohre. "The effect of online summative and formative teacher assessment on teacher competences." Asia Pacific Education Review 20, no. 3 (November 29, 2018): 343–59. http://dx.doi.org/10.1007/s12564-018-9566-1.
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Haque, M., R. Yousuf, SM Abu Baker, and A. Salam. "Assessment in Undergraduate Medical Education: Bangladesh Perspectives." Bangladesh Journal of Medical Science 12, no. 4 (October 26, 2013): 357–63. http://dx.doi.org/10.3329/bjms.v12i4.16658.
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Background: Medical education in Bangladesh is totally controlled by the Government and run a unique undergraduate curriculum throughout the country in both public and private sectors. This paper is aimed to briefly describe the medical education reform in Bangladesh and suggests further assessment changes. The present official form of undergraduate medical curriculum has first evolved in 1988 followed by revision in 2002 and 2012. Assessment and teaching are the two sides of the same coin. Assessment drives learning and learning drives practices. Following the curriculum reform since 2002, the assessment in undergraduate medical education has been greatly changed. There are a lot of in-course formative assessments which include item examination, card final and term final, designed to improve the quality of education. Ten percent marks of summative written examinations derive from formative assessment. Traditional oral examination has been changed to structured form to ensure greater reliability. Even then, teachers are not yet building up to conduct oral examination in such a structured way. Examiners differ in their personality, style and level of experience with variation of questioning and scoring from student to students. Weakness of reliability on oral examination still exists. Students also feel very stressful during the oral examinations. Moreover, to conduct such oral examination, three to four months times per year are lost by the faculties which can be efficiently utilised for teaching and research purposes. Worlds' leading medical schools now-a-days used oral examination only for borderline and distinction students. Bangladesh also must consider oral examination only for borderline and distinction students. DOI: http://dx.doi.org/10.3329/bjms.v12i4.16658 Bangladesh Journal of Medical Science Vol. 12 No. 04 October 13 Page 357-363
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Chanpet, Punyapat, Komkrit Chomsuwan, and Elizabeth Murphy. "Online Project-Based Learning and Formative Assessment." Technology, Knowledge and Learning 25, no. 3 (April 25, 2018): 685–705. http://dx.doi.org/10.1007/s10758-018-9363-2.
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Ventista, Ourania Maria. "Self-assessment in Massive Open Online Courses." E-Learning and Digital Media 15, no. 4 (July 2018): 165–75. http://dx.doi.org/10.1177/2042753018784950.
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Massive Open Online Courses appear to have high attrition rates, involve students in peer-assessment with patriotic bias and promote education for already educated people. This paper suggests a formative assessment model which takes into consideration these issues. Specifically, this paper focuses on the assessment of open-format questions in Massive Open Online Courses. It describes the current assessment methods in Massive Open Online Courses and it argues that self-assessment should be the only way of formative assessment for the essays of xMOOCs and replace the peer-assessment.
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Hooker, Tracey. "Using ePortfolios in early childhood education: Recalling, reconnecting, restarting and learning." Journal of Early Childhood Research 17, no. 4 (September 25, 2019): 376–91. http://dx.doi.org/10.1177/1476718x19875778.
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Portfolios are widely used in New Zealand for documenting children’s learning; there is now an increasing move to online ePortfolios. This article presents findings from a doctoral study which investigated the impact of the introduction of ePortfolios in an early childhood education setting where traditional paper-based portfolios were previously used as the formative assessment tool for children’s learning. The findings demonstrate that a significant benefit of the ePortfolio system used in this study was the ways in which they could support children to revisit their learning and become involved in their own formative assessment. This is described as recalling, reconnecting and restarting. Through participating in these processes, children become active contributors to their own learning journeys which is a significant factor of formative assessment.