...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Perspectives on Medical Education >Explicit feedback to enhance the effect of an interim assessment: a cross-over study on learning effect and gender difference
【24h】

Explicit feedback to enhance the effect of an interim assessment: a cross-over study on learning effect and gender difference

机译：显式反馈以增强中期评估的效果：学习效果和性别差异的交叉研究

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

摘要

In a previous study we demonstrated by a prospective controlled design that an interim assessment during an ongoing small group work (SGW) session resulted in a higher score in the course examination. As this reflects the so-called testing effect, which is supposed to be enhanced by feedback, we investigated whether feedback following an interim assessment would have an effect on the score of the course exam, and whether the effect is influenced by the gender of the student. During a General Pathology bachelor course all 386 (bio) medical students took an interim assessment on the topics cell damage (first week) and tumour pathology (fourth week). The intervention consisted of immediate detailed oral feedback on the content of the questions of the interim assessment by the tutor, including the rationale of the correct and incorrect answers. It concerned a prospective randomized study using a cross-over design. Outcome measures were: (1) the difference in the normalized scores (1–10) of the course examination multiple choice questions related to the two topics, (2) effect of gender, and (3) gender-specific scores on formal examination. The effect of feedback was estimated as half the difference in the outcome between the two conditions. Mixed-model analysis was used whereby the SGW group was taken as the study target. The scores of the questions on cell damage amounted to 7.70 (SD 1.59) in the group without and 7.78 (SD 1.39) in the group with feedback, and 6.73 (SD 1.51) and 6.77 (SD 1.60), respectively, for those on tumour pathology. No statistically significant effect of feedback was found: 0.02 on a scale of 1–10 (95?% CI: ?0.20; 0.25). There were no significant interactions of feedback with gender. Female students scored 0.43 points higher on the formal examination in comparison with their male colleagues. No additional effect of immediate explicit feedback following an interim assessment during an SGW session in an ongoing bachelor course could be demonstrated in this prospective randomized controlled study. Gender analysis revealed a higher performance of female students on the formal examination, which could not be explained by the effect of feedback in the current study. In this particular learning environment, SGW, explicit feedback may have little added value to the interactive learning that includes implicit feedback.
机译：在先前的研究中，我们通过前瞻性对照设计证明了正在进行的小组工作（SGW）会话期间的中期评估会导致课程考试中的分数更高。由于这反映了所谓的测试效果，应该通过反馈得到增强，因此我们调查了临时评估后的反馈是否会对课程考试成绩产生影响，以及该效果是否受到课程性别的影响学生。在一般病理学学士课程中，所有386名（生物）医学生都对细胞损伤（第一周）和肿瘤病理（第四周）进行了中期评估。干预措施包括对导师对中期评估问题的内容进行即时详细的口头反馈，包括正确和错误答案的依据。它涉及使用交叉设计的前瞻性随机研究。结果指标为：（1）与这两个主题相关的课程选择题的标准化分数（1-10）的差异;（2）性别的影响;（3）正式考试的性别分数。反馈的影响估计为两种情况下结果差异的一半。使用混合模型分析，以SGW组为研究对象。无反馈组的细胞损伤问题得分为7.70（SD 1.59），有反馈组的得分为7.78（SD 1.39），肿瘤组的得分分别为6.73（SD 1.51）和6.77（SD 1.60）。病理。未发现反馈的统计学显着影响：在1-10的范围内为0.02（95％CI：0.20; 0.25）。反馈与性别之间没有显着的相互作用。女学生的正式考试成绩比男同学高0.43分。在这项前瞻性随机对照研究中，在正在进行的学士学位课程期间，在SGW会话期间进行临时评估后，没有立即的显式反馈的其他影响，无法证明。性别分析显示，女学生在正式考试中的表现更高，这不能用当前研究中的反馈效应来解释。在这种特殊的学习环境SGW中，显式反馈可能对包含隐式反馈的交互式学习几乎没有附加值。

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