• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>BMC Medical Education >Integrated online formative assessments in the biomedical sciences for medical students: benefits for learning
【24h】

Integrated online formative assessments in the biomedical sciences for medical students: benefits for learning

机译：针对医学生的生物医学科学在线综合形成评估：学习的好处

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Background Online formative assessments have a sound theoretical basis, and are prevalent and popular in higher education settings, but data to establish their educational benefits are lacking. This study attempts to determine whether participation and performance in integrated online formative assessments in the biomedical sciences has measurable effects on learning by junior medical students. Methods Students enrolled in Phase 1 (Years 1 and 2) of an undergraduate Medicine program were studied over two consecutive years, 2006 and 2007. In seven consecutive courses, end-of-course (EOC) summative examination marks were analysed with respect to the effect of participation and performance in voluntary online formative assessments. Online evaluation surveys were utilized to gather students' perceptions regarding online formative assessments. Results Students rated online assessments highly on all measures. Participation in formative assessments had a statistically significant positive relationship with EOC marks in all courses. The mean difference in EOC marks for those who participated in formative assessments ranged from 6.3% (95% confidence intervals 1.6 to 11.0; p = 0.009) in Course 5 to 3.2% (0.2 to 6.2; p = 0.037) in Course 2. For all courses, performance in formative assessments correlated significantly with EOC marks (p Conclusion The results support the contention that well designed formative assessments can have significant positive effects on learning. There is untapped potential for use of formative assessments to assist learning by medical students and postgraduate medical trainees.
机译：背景技术在线形成性评估具有良好的理论基础，并且在高等教育中非常普遍和流行，但是缺乏确定其教育收益的数据。本研究试图确定生物医学中在线综合形成性评估中的参与和表现是否对初级医学生的学习产生可衡量的影响。方法连续两年（2006年和2007年）对参加本科医学课程第一阶段（第一年和第二年）的学生进行研究。在七个连续的课程中，对课程结束时（EOC）的总结考试成绩进行了分析。自愿在线形成性评估的参与和绩效影响。在线评估调查用于收集学生对在线形成评估的看法。结果学生对所有评估都高度评价在线评估。参加形成性评估与所有课程中的EOC评分在统计学上都具有显着的正相关关系。参加形成性评估的人的EOC标记平均差异范围为课程5的6.3％（95％置信区间1.6到11.0; p = 0.009）到课程2的3.2％（0.2到6.2; p = 0.037）。在所有课程中，形成性评估的表现均与EOC分数显着相关（p结论结果支持以下观点：精心设计的形成性评估可以对学习产生显着的积极影响。利用形成性评估来帮助医学生和研究生学习具有未开发的潜力医学实习生。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号