A progressive assessment strategy improves student learning and perceived course quality in undergraduate physiology

Saint, David A.; Horton, Dane M.; Yool, Andrea J.; Elliott, Adrian D.

doi:10.1152/advan.00004.2015

Cited by 7 publications

(4 citation statements)

References 31 publications

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“…Formative examinations improve clinical performance, learning outcomes, and development of professional behavior 46,47 Continuing professional development programs for faculty (4.1-4.4)…”

Section: Level 1 Most Important Accreditation Standards: Standards As...mentioning

confidence: 99%

“…44 Accreditation standards require that each medical student be "assessed and provided with formative feedback early enough to allow sufficient time for remediation" (standard 9.7). 5 There is undisputed evidence that formative examinations improve clinical performance, 46 learning, 47 and professional behavior. 72 The SMEI also require that "[t]he faculty members of a medical school are qualified through their education, training, experience, and continuing professional development" (standard 4); that the "recruitment and development of a medical school's faculty takes into account its mission, the diversity of its student body, and the populations that it serves" (standard 4.2); and that "[o]pportunities for professional development are provided to enhance faculty members' skills and leadership abilities in teaching and research" (standard 4.4).…”

Section: Level 2: Important Accreditation Standardsmentioning

confidence: 99%

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Quality Assurance of Undergraduate Medical Education in Israel by Continuous Monitoring and Prioritization of the Accreditation Standards

Benbassat¹,

Baumal²,

Cohen³

2022

Rambam Maimonides Med J

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External accreditation reviews of undergraduate medical curricula play an important role in their quality assurance. However, these reviews occur only at 4–10-year intervals and are not optimal for the immediate identification of problems related to teaching. Therefore, the Standards of Medical Education in Israel require medical schools to engage in continuous, ongoing monitoring of their teaching programs for compliance with accreditation standards. In this paper, we propose the following: (1) this monitoring be assigned to independent medical education units (MEUs), rather than to an infrastructure of the dean’s office, and such MEUs to be part of the school governance and draw their authority from university institu¬tions; and (2) the differences in the importance of the accreditation standards be addressed by discerning between the “most important” standards that have been shown to improve student well-being and/or patient health outcomes; “important” standards associated with student learning and/or performance; “possibly important” standards with face validity or conflicting evidence for validity; and “least important” standards that may lead to undesirable consequences. According to this proposal, MEUs will evolve into entities dedicated to ongoing monitoring of the education program for compliance with accreditation standards, with an authority to implement interventions. Hopefully, this will provide MEUs and faculty with the common purpose of meeting accreditation requirements, and an agreed-upon prioritization of accreditation standards will improve their communication and recommendations to faculty.

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“…Formative examinations improve clinical performance, learning outcomes, and development of professional behavior 46,47 Continuing professional development programs for faculty (4.1-4.4)…”

Section: Level 1 Most Important Accreditation Standards: Standards As...mentioning

confidence: 99%

Section: Level 2: Important Accreditation Standardsmentioning

confidence: 99%

Quality Assurance of Undergraduate Medical Education in Israel by Continuous Monitoring and Prioritization of the Accreditation Standards

Benbassat¹,

Baumal²,

Cohen³

2022

Rambam Maimonides Med J

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“…Assessment drives learning because it includes both formative and summative knowledge, and has a strong influence on learning [1][2] . It is considered a vital factor in leading the learners for accomplishing the goal 3 .…”

Section: Introductionmentioning

confidence: 99%

The Relationship of Difficulty and Discrimination Indices with Physiology Teaching and Learning

2021

PJMD

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Background: Item analysis, a valuable process conducted after the examination, gives information regarding the reliability of scores and validity of items tested. Difficulty index (P) and Discrimination index (DI) are two parameters, which aid in analyzing the standard of Multiple Choice Questions (MCQs). The study was aimed to find the relationship of difficulty and discrimination indices with teaching and learning in Physiology.Methods: Students (n=100) included were MBBS 1 st year from September 2017 to March 2018. The MCQs of Physiology semester II courses were analyzed in two Continuous Assessment Tests (CATs). CAT I included Respiratory: 15/50 and CAT II Hemopoietic: 14/60 and Semester Exam 40/80. The items were examined for difficulty index (p-value) and discrimination index (DI). Items having p-value between 0.3 to 0.7 and DI > 0.2 were considered as having good difficulty and discrimination indices respectively.Results: Out of 15 items in Respiratory CAT, 73% had a mean p=0.3 -0.7 and 27% had mean p= 0.23. The mean DI value was 0.31. Out of 14 items in CAT of Hemopoietic, 85% had a p-value between 0.3 -0.7 and 15% had mean p=0.2. The mean DI value was 0.41. Out of 40 items in Semester exam, 82% items had p value b/w 0.3 -0.7 and 18 % items had mean p=0.18. Overall mean DI value was 0.28. Conclusion:The item analysis of majority of one best type MCQs of CATs and semester exam in Physiology had good difficulty and discrimination indices and matched teaching and learning strategy in Physiology.

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“…This redesigned curriculum was built upon the existing curriculum by incorporating scenario-based learning (SBL) tutorials to link to clinical practice. It also integrated EBP into student clinical practice, requiring students to demonstrate practice of EBP; incorporated observations of student application of EBP in their interactions with patients; and introduced a progressive assessment strategy to improve student learning through providing formative feedback to students (Saint, Horton, Yool, & Elliott, 2015). The SBL tutorials actively engaged students in learning EBP application in the classroom (Werb & Matear, 2004).…”

Section: Introductionmentioning

confidence: 99%

Understanding the impact of an evidence-based practice curriculum on oral health graduates

Wong

Gerzina

2019

FoHPE

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Introduction:The explosion of health information accessible to consumers through multimedia has supported the merit and value of evidence-based practice (EBP). Both informed interest from patients and medico-legal considerations of patient care and safety have also contributed to the increased importance of EBP for health practitioners. An EBP curriculum was implemented as part of the Bachelor of Oral Health program at the University of Sydney. The evaluation of student perspectives was previously completed by using questionnaires and focus group interviews. The objectives of this study were to further explore and analyse the potential impact of the EBP curriculum on oral health graduates' clinical practice.Methods: Semi-structured interviews were conducted to allow for elaboration and clarification to assess oral health graduates' perception of EBP. Graduates (n = 12) from both the private and public sectors were invited to participate. Qualitative responses were transcribed and analysed using thematic analysis. Triangulation was used to cross-validate and confirm the findings of previous quantitative data and focus group responses to provide a broader understanding of the subject. Results:Graduates reported that EBP increased their confidence and empowered them to make clinical decisions. Challenges included limited online resources for literature search, lack of evidence in some aspects of dentistry and difficulty gaining full-text access. Conclusions:The triangulation approach has enhanced the analysis and interpretation of the impact of the EBP curriculum on oral health graduates' clinical practice. This study has shed light on the possibility of introducing and implementing EBP in other healthcare educational institutions and supports translational science by bridging the gap between research and clinical practice.

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A progressive assessment strategy improves student learning and perceived course quality in undergraduate physiology

Cited by 7 publications

References 31 publications

Quality Assurance of Undergraduate Medical Education in Israel by Continuous Monitoring and Prioritization of the Accreditation Standards

Quality Assurance of Undergraduate Medical Education in Israel by Continuous Monitoring and Prioritization of the Accreditation Standards

The Relationship of Difficulty and Discrimination Indices with Physiology Teaching and Learning

Understanding the impact of an evidence-based practice curriculum on oral health graduates

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