The Utilization of ExamSoft®-iPad® Technology in Administering and Grading Anatomy Practical Examinations

Gentile, Matthew; Melovitz-Vasan, Cheryl; Huff, Susan; Vasan, Nagaswami

doi:10.1007/s40670-019-00750-0

Cited by 2 publications

(1 citation statement)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In-person exams delivered to begin the semester were aligned with the ones used in previous semesters. In general chemistry ( N = 2550 students) two exams had been completed by students using iPads via the app Examplify which delivered and graded multiple-choice tests with a random question order. In organic ( N = 480), organic lab ( N = 1300), and physical chemistry ( N = 60) courses the in-person exams were open-response and hand-graded by teaching assistants (TAs) and instructors who had the option to assign partial credit.…”

Section: Access Continuity and Securitymentioning

confidence: 99%

Testing in the Time of COVID-19: A Sudden Transition to Unproctored Online Exams

et al. 2020

View full text Add to dashboard Cite

The swift conversion of chemistry courses to various online formats has presented challenges for students and instructors alike, with one of the most significant challenges being the logistics concerning online testing. At our institution, instructors of general, organic, and physical chemistry courses sought to balance issues of exam access, exam security, and continuity with a traditional test format when switching to unproctored online exams. Different approaches were utilized for exam delivery with varying success. Common challenges arose in several courses, such as the need to train students to use new technology, and the threat of online information for compromising exam security. The most successful attempts to meet these challenges, such as use of a test-bank, are consistent with reported best practices and suggest a way to maximize access, security, and continuity, while working to diminish technological and ethical pitfalls that accompany unproctored online exams.

show abstract

Section: Access Continuity and Securitymentioning

confidence: 99%

Testing in the Time of COVID-19: A Sudden Transition to Unproctored Online Exams

et al. 2020

View full text Add to dashboard Cite

show abstract

Analysis of female pre-clinical students’ readiness, academic performance and satisfaction in online learning: an assessment of quality for curriculum revision and future implementation

et al. 2023

View full text Add to dashboard Cite

Background The acceptance of online courses by medical and dental students, especially during the coronavirus disease 2019 crisis, is substantial, as reported in various studies. However, the unfavourable online learning experiences of the students during the pandemic were also highlighted. As the teaching-learning process is returning to the “new normal,“ it is necessary to identify online learning domains implemented during the pandemic crisis that may be applied in pre-clinical courses in the future. Methods A validated Student Online Learning Readiness questionnaire assessed pre-clinical students’ online learning competence. Students’ academic performance in face-to-face post-pandemic was compared with their performance in online settings during the pandemic crisis. Students’ satisfaction with online learning was evaluated using a self-made survey questionnaire. Descriptive statistics, the t-test, and multiple regression analysis were used to analyze the data gathered with a p-value ≤ 0.05 considered statistically significant. Results Except for social skills with classmates and groupmates, in which 47.5% of respondents indicated unreadiness, most students were prepared for online learning. Theory-wise, online learners outperformed traditional learners, but the difference was insignificant. In contrast, students’ practical skills in face-to-face modality are significantly higher (p = 0.029). Students rated their satisfaction with online learning higher for interactions with instructors and staff and lower for interactions with classmates and group mates and skill acquisition. Conclusion Providing high-quality pre-clinical online teaching was achieved for theoretical components but not practical skills acquisition. Students’ social engagement with peers is one of the key elements crucial to online learning success. Academic leaders and curriculum developers must recognize potential gaps as they transition to online learning.

show abstract

The Utilization of ExamSoft®-iPad® Technology in Administering and Grading Anatomy Practical Examinations

Cited by 2 publications

References 32 publications

Testing in the Time of COVID-19: A Sudden Transition to Unproctored Online Exams

Testing in the Time of COVID-19: A Sudden Transition to Unproctored Online Exams

Analysis of female pre-clinical students’ readiness, academic performance and satisfaction in online learning: an assessment of quality for curriculum revision and future implementation

Contact Info

Product

Resources

About