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Web-based formative assessment through clinical cases: role in pathophysiology teaching

机译：通过临床病例的基于网络的形成性评估：在病理生理学教学中的作用

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Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teaching. Seven brief clinical cases were used to give formative assessment in the first semester of a pathophysiology course. To evaluate its effect on learning, we analyzed the proportion of students that passed the end of semester exam with a score above 60 over 100. We also analyzed the effect of the intervention according to the students’ previous academic performance. Ninety-six students participated in the study and sat the exam. Sixty-five of them passed it. Students that passed the exam had a higher previous academic performance and had done a higher number of exercises of formative assessment, both in univariate and multivariate analysis. The participants were divided in three groups, according to their previous academic performance. In the intermediate group, the number of cases done by the students who passed the exam was significantly higher than in those who did not pass it (median: 4 versus 0; P?=?0.009). Formative assessment through web-based clinical cases was followed by an improvement of the academic results in pathophysiology, mainly in students with intermediate performance.
机译：通过临床案件的积极学习策略，如形成性评估可能有助于获得更深入的学习。我们研究了这种在线生理学教学中这种在线形成性评估的影响。七种简短的临床病例用于在病理生理过程的第一个学期进行形成性评估。为了评估其对学习的影响，我们分析了将学生考试结束的学生的比例超过60岁以上的分数。我们还根据学生以前的学术表现分析了干预的效果。九十六名学生参加了研究并坐了考试。六十五次通过它。通过考试的学生以前的学术表现较高，并且在单变量和多变量分析中，形成了更高的形成性评估练习。根据他们以前的学业绩效，参与者分为三组。在中级组中，通过考试的学生完成的案件数量明显高于那些没有通过它的人（中位数：4与0; p？= 0.009）。通过基于Web的临床案件的形成性评估随后改善了病理生理学的学术成果，主要是在具有中间性能的学生中。

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