A new method of “student-centered formative assessment” and improving students' performance: An effort in the health promotion of community

Shahedi, Fateme; Ahmadi, Jamshid; Sharifi, Tahere; Seyedhasani, Seyedeh Nahid; Abdollahi, Mahbubeh; Shaabani, Negar; Sarmadi, Mohammad

doi:10.4103/jehp.jehp_753_19

Cited by 4 publications

(4 citation statements)

References 17 publications

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“…Power dynamics between the student and the supervisor should also be checked in the supervision process (Ahmadi et al, 2020). Unequal power relationships in the supervision process make students feel uncomfortable (Elliot & Kobayashi, 2019) and affect the student-supervisor relationship (Houston, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…It is clear from the responses that conflict can occur in the supervision process. Ahmadi et al, (2020) argue that conflict in a student-supervisor relationship is something expected because the student and the supervisor are people with different personalities and they therefore have different ideas, opinions, and beliefs. It is interesting to note from the participants' views above that there should be clear procedures for resolving conflict.…”

Section: Amicable Conflict Resolutionmentioning

confidence: 99%

“…It is interesting to note from the participants' views above that there should be clear procedures for resolving conflict. Ahmadi et al, (2020) equally propose that there should be ways of managing conflict between the student and the supervisor to avoid any issues that may escalate to hindering the student's progress. There should be a negotiated way of managing any conflict that may arise in the supervision process (Hardy, 2014).…”

Section: Amicable Conflict Resolutionmentioning

confidence: 99%

“…Conflict leads to frustration between the student and the supervisor and negatively affects the supervision process (Brill et al, 2014). It is therefore important to develop cordial ways of resolving conflict between the student and the supervisor in order to achieve a productive relationship and a successful supervision process (Ahmadi et al, (2020).…”

Section: Amicable Conflict Resolutionmentioning

confidence: 99%

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Strengthening Research Supervision in Universities in Kenya

Kipleting,

Kisilu

2023

EJES

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The vision for university education in Kenya is to provide globally competitive quality research and training. The aim is to produce highly trained researchers who can contribute significantly to the country’s national and economic development. However, several studies show that there are a number of supervision shortfalls in universities in Kenya; and this presents a great concern in the training of research students. The aim of this study therefore was to explore the perspectives of postgraduate students and supervisors on how postgraduate supervision can be strengthened in universities in Kenya. This was a qualitative study located within a social constructivist paradigm. Convenient and purposive sampling was utilised to select 18 participants from three public universities in Kenya. The participants were academic supervisors and postgraduate students doing Masters and Doctoral studies. Data collection was done using unstructured individual interviews with supervisors and focus group discussions with students. The data generated was analysed thematically and Vygotsky’s social-cultural theory was used to make meaning of the findings. The results revealed that supervisors need to be supported through capacity-building programs that shape their knowledge and skills and building physical and online structures that support the supervision process. It also revealed that there is a need to engage students in a comprehensive mentorship program and a constructive student-supervisor relationship. The study recommends that for the achievement of effective postgraduate supervision, there is a need for universities in Kenya to invest in developing the skills and knowledge of supervisors and improve the supervision environment by setting up the necessary support structures. Student–centered programs should also be put in place to enable students’ active participation and positive social interaction between the student and the supervisor. Article visualizations:<img src="/-counters-/soc/0022/a.php" alt="Hit counter" />

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Section: Literature Reviewmentioning

confidence: 99%

Section: Amicable Conflict Resolutionmentioning

confidence: 99%

Section: Amicable Conflict Resolutionmentioning

confidence: 99%

Section: Amicable Conflict Resolutionmentioning

confidence: 99%

See 2 more Smart Citations

Strengthening Research Supervision in Universities in Kenya

Kipleting,

Kisilu

2023

EJES

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Assessing the Utility of a Quality-of-Care Assessment Tool Used in Assessing Comprehensive Care Services Provided by Community Health Workers in South Africa

Babalola

Goudge

Levin

et al. 2022

Front. Public Health

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BackgroundFew studies exist on the tools for assessing quality-of-care of community health worker (CHW) who provide comprehensive care, and for available tools, evidence on the utility is scanty. We aimed to assess the utility components of a previously-reported quality-of-care assessment tool developed for summative assessment in South Africa.MethodsIn two provinces, we used ratings by 21 CHWs and three team leaders in two primary health care facilities per province regarding whether the tool covered everything that happens during their household visits and whether they were happy to be assessed using the tool (acceptability and face validity), to derive agreement index (≥85%, otherwise the tool had to be revised). A panel of six experts quantitatively validated 11 items of the tool (content validity). Content validity index (CVI), of individual items (I-CVI) or entire scale (S-CVI), should be >80% (excellent). For the inter-rater reliability (IRR), we determined agreement between paired observers' assigned quality-of-care messages and communication scores during 18 CHW household visits (nine households per site). Bland and Altman plots and multilevel model analysis, for clustered data, were used to assess IRR.ResultsIn all four CHW and team leader sites, agreement index was ≥85%, except for whether they were happy to be assessed using the tool, where it was <85% in one facility. The I-CVI of the 11 items in the tool ranged between 0.83 and 1.00. For the S-CVI, all six experts agreed on relevancy (universal agreement) in eight of 11 items (0.72) whereas the average of I-CVIs, was 0.95. The Bland-Altman plot limit of agreements between paired observes were −0.18 to 0.44 and −0.30 to 0.44 (messages score); and −0.22 to 0.45 and −0.28 to 0.40 (communication score). Multilevel modeling revealed an estimated reliability of 0.77 (messages score) and 0.14 (communication score).ConclusionThe quality-of-care assessment tool has a high face and content validity. IRR was substantial for quality-of-care messages but not for communication score. This suggests that the tool may only be useful in the formative assessment of CHWs. Such assessment can provide the basis for reflection and discussion on CHW performance and lead to change.

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Medical students’ perception on the usefulness of online formative assessment

Mondal

Sahoo

Samantaray³

et al. 2021

Journal of Education and Health Promotion

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BACKGROUND: Distance digital learning is newly implemented in the Indian medical institutions. Formative assessment is also conducted online. In this context, this study aimed at finding the perception on the usefulness of online formative assessment along with online classes among 1st-year medical students. MATERIALS AND METHODS: This cross-sectional, observational study was conducted in August 2020. The students were exposed to online classes and online formative assessments with five multiple choice questions for a period of 4 months before the conduct of the survey. An online survey was conducted (both quantitative and qualitative data collection) to ascertain the perception on the online formative assessment quiz. RESULTS: A total of 36 (14 female, 21 male, 1 did not disclose sex) 1st-year medical students with a mean age of 19.97 ± 1.16 years participated in the survey. The majority of the students agreed that the online quiz was a valuable learning activity and has potential to replace the face-to-face assessment. The online quizzes provided them feedback of classroom learning and helped in identifying the weak area and motivated students to the study. The qualitative data showed that students like to get a greater number of questions and also like to participate in chapter wise multiple quizzes in spare time. CONCLUSION: First-year medical students considered the online formative assessments quiz coupled with the online classes as a valuable learning activity. It provided them feedback of learning and a motivation for further study on the topic. They like to participate in anonymous quiz with a greater number of questions with online classes. The finding of this pilot study should be further evaluated with multicenter study with more participants.

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A new method of “student-centered formative assessment” and improving students' performance: An effort in the health promotion of community

Cited by 4 publications

References 17 publications

Strengthening Research Supervision in Universities in Kenya

Strengthening Research Supervision in Universities in Kenya

Assessing the Utility of a Quality-of-Care Assessment Tool Used in Assessing Comprehensive Care Services Provided by Community Health Workers in South Africa

Medical students’ perception on the usefulness of online formative assessment

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