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首页> 外文会议>International Technology, Education and Development Conference >(1846) CORRELATION BETWEEN SCORES IN PBL SESSIONS WITH THOSE IN PBL EXAMS, MULTIPLE-CHOICE TESTS, AND THE FINAL QUALIFICATION, IN FIRST-YEAR MEDICAL STUDENTS TAKING AN INTEGRATIVE BIOLOGY MODULE
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(1846) CORRELATION BETWEEN SCORES IN PBL SESSIONS WITH THOSE IN PBL EXAMS, MULTIPLE-CHOICE TESTS, AND THE FINAL QUALIFICATION, IN FIRST-YEAR MEDICAL STUDENTS TAKING AN INTEGRATIVE BIOLOGY MODULE

机译：（1846）在PBL考试中的分数，多项选择试验和最终资格中的分数与综合生物学模块的第一年医学生

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Problem-Based Learning (PBL) is an educational methodology centered on the student and applied in our Medical School since its beginning in 2008. Here we have correlated the scores obtained by each student in PBL sessions with those in other activities of the subject: Introduction to the study of Medicine: Homeostasis and regulation (3109G01001; 15 credits), taken by first-year medical students. We have performed the analysis from the academic year 2010-2011 up to, and including, 2015-2016. In this subject, or quarterly module, students learn the molecular and cellular basis of medicine. The subject integrates basic concepts of biochemistry, cell biology and genetics. Activities are evaluated separately, each of which must be passed independently. PBL sessions and the multiple-choice scores account each for 40% of the global qualification. A written PBL exam is limited to the remaining 20%. Paradoxically, in spite of this reduced percentage, the latter is the one implying more work of preparation and correction by teachers, and the one attempting to evaluate the student's progress according to the methodology applied. There are two PBL exams, in the middle and at the end of the module, and each one consists of two parts. In the first part, a case is presented to the students, which must find a potential explanation (hypothesis) that justifies the situation, relating and integrating knowledge learnt throughout the module. In the second part (done 2-3 days later), students answer specific questions related to the situation presented. We have calculated the quotient of each student's PBL session score with the score in (1) the PBL exam, (2) the multiple-choice test, and (3) with his/her final score. To analyse the students' progress, and the potential advantage of performing two PBL exams (when possible), we have separately analysed also those scores from the first and second PBL exams, as well as from the two parts of each. We present here the relationship as average per course to perceive the trend in the courses analysed, in which the evaluation criteria practically did not change. We will comment on possible interpretations and measures to be taken when obtained a ratio substantially higher than 1, implying possible overestimation in PBL sessions and/or undervaluation in the other activities.
机译：基于问题的学习（PBL）是一个教育方法，以来，自2008年开始以来在我们的医学院应用于医学院。在这里，我们与每个学生在PBL会话中获得的分数与受试者的其他活动中的其他活动相关联：介绍对医学研究：稳态和监管（3109G01001; 15学分），由一年的医学生。我们已经从2010-2011学年到2015 - 2016年进行了分析。在这个主题或季度模块中，学生学习药物的分子和细胞基础。该主题整合了生物化学，细胞生物学和遗传学的基本概念。活动是单独评估的，每个活动必须独立传递。 PBL会话和多项选择分数占全球资格的40％。书面PBL考试仅限于剩余的20％。矛盾的是，尽管这种百分比降低了，但后者是暗示教师准备和矫正的工作，以及试图根据应用方法评估学生的进展。模块的中间和末端有两个PBL考试，每个部分由两部分组成。在第一部分中，案件呈现给学生，该学生必须找到一个潜在的解释（假设），证明整个模块中学到的知识，相关和整合知识。在第二部分（完成2-3天后），学生回答与所提供的情况有关的具体问题。我们已经计算了每个学生PBL会话得分的商，在（1）PBL考试中的分数，（2）多项选择测试，以及他/她的最终得分。为了分析学生的进展，以及执行两个PBL考试的潜在优势（当可能的情况下），我们也分别分析了来自第一和第二PBL考试的那些分数，以及来自每个PBL考试的那些分数，以及来自每个的两部分。我们在这里介绍了每个课程的平均课程的关系，以察觉分析的课程趋势，其中评估标准实际上没有改变。我们将评论在获得的比例大大高于1时进行可能的解释和措施，暗示PBL会话和/或在其他活动中的低估中可能估计。

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