A compliance assessment of midpoint formative assessments completed by APPE preceptors

Bonner, C. Lea; Staton, April G.; Naro, Patricia B.; McCullough, Elizabeth S.; Stevenson, T. Lynn; Williamson, M.; Sheffield, Melody C.; Miller, Mindi S.; Fetterman, James W.; Fan, Shirley; Momary, Kathryn M.

doi:10.1016/j.cptl.2017.09.010

Cited by 4 publications

(1 citation statement)

References 2 publications

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“…This process has shortcomings; therefore, most universities advocate new class assessment systems to adapt to a reformed and practical teaching model. This is a form of diagnostic assessment and formative assessment (Lea Bonner et al, 2018). Through the blended teaching method, teachers can build an efficient and efficient classroom teaching management system (Peacock & Grande, 2016).…”

Section: Discussionmentioning

confidence: 99%

Use of Rain Classroom as a Teaching Tool in a Biochemistry Course

Shu¹,

Fan²,

Zhu³

2019

JCT

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outcomes, we performed a 10-week biochemistry Rain Classroom teaching experiment among students majoring inclinical medicine. Rain Classroom is a plug-in for WeChat, a smartphone instant messaging application. Teachers canpost teaching resources on the Rain Classroom platform, administer tests, and communicate with students. RainClassroom can also be used to automatically collect course learning data from students. When teaching is complete,questionnaire surveys can be conducted, and test scores can be outputted. Results showed that students wereinterested in the biochemistry Rain Classroom teaching application, and that the application increased theirenthusiasm for the course materials. There were significant improvements in the learning outcomes in students givenRain Classroom teaching, compared to those given traditional PowerPoint slideshow lessons. We conclude that theRain Classroom tool is a new mobile learning application that promotes self-learning and improves learningoutcomes in biochemistry learning.

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Section: Discussionmentioning

confidence: 99%