Medical students’ perception of the reliability, usefulness and feasibility of unproctored online formative assessment tests

Snekalatha, S; Marzuk, S Mohamed; Meshram, Swapnatai A; Maheswari, K. Uma; Sugapriya, G; Sivasharan, K

doi:10.1152/advan.00178.2020

Cited by 40 publications

(39 citation statements)

References 14 publications

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“… 11 However, studies have shown that medical students find online formative assessments helpful for their learning. 12 Therefore, some researchers suggested that it is vital to construct an online education assessment system. 13 A scientific mechanism monitoring online students can boost students’ learning motivation when studying alone and give teachers feedback so that they can understand the efficacy of the class.…”

Section: Discussionmentioning

confidence: 99%

Students’ and Teachers’ Perspective on the Implementation of Online Medical Education in China: A Qualitative Study

Wang¹,

Yu²,

Liu³

et al. 2021

AMEP

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Objective Due to the quarantine measures during the outbreak of COVID-19, medical schools in China had to shift to online education overnight. Researchers wanted to survey the online medical education status quo and find out the underlying challenges and probable solutions in terms of online medical education to better understand improving and developing medical education in China. Methods Researchers distributed self-administered and piloted surveys regarding the implementation of online medical education on WeChat and Wenjuanxing. Researchers distributed three phases of online surveys to the undergraduate medical students, and one online survey to the medical teachers on phase three. Results Online medical education was carried out smoothly in China. Seventy-six percent of the students were satisfied with online medical education, and it hardly changed after a month. Courses with the quiz and live-stream courses were rare compared with courses incorporated with other elements. Most parents would remind their children to study online at home. At first, the biggest challenge of learning online was the lagging platform. Nevertheless, as time went by, the major challenge became the learning motivation. Most students thought it necessary to re-teach face-to-face after online education, while most teachers did not think so. Conclusion Generally speaking, online medical education was satisfying for both students and teachers, although online courses’ diversity with different forms and elements could be enhanced. Infrastructure construction should be considered first for the schools intended to promote online medical education. If the infrastructure were ready, learning motivation would become the biggest challenge for online medical education. Online medical education efficacy evaluation tools need to be developed in the future to narrow the discrepancy of the evaluation between teachers and students.

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Section: Discussionmentioning

confidence: 99%

Students’ and Teachers’ Perspective on the Implementation of Online Medical Education in China: A Qualitative Study

Wang¹,

Yu²,

Liu³

et al. 2021

AMEP

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“…During the COVID19 pandemic, web-based meeting platforms allowed medical schools to conduct socially distanced, live lectures that could be recorded for asynchronous viewing. In addition, some schools created online formative assessments in order to supplement online lectures, which allowed students to assess their understanding of certain lectures prior to official exams [ 4 , 5 ]. Preclinical students must also learn physical examination skills in preparation for clerkship years, and many schools used pre-recorded videos and virtual interviewing workshops with success to develop these skills [ 6 – 8 ].…”

Section: Knowledge Acquisition—preclinical Curriculummentioning

confidence: 99%

“…Despite this, over 98% of students found that virtual learning was “better than expected” or “acceptable” for learning majority of clinical skills, suggesting that students may be able to adapt to new ways of learning [ 12 ]. In schools that offered online formative assessments, majority of students completed these assessments with the help of cellphones or other technology, suggesting that these may not have been very helpful to students in testing their knowledge [ 4 , 5 ]. Another major drawback of distance learning was higher rates of anxiety and stress among medical students, with many students reporting that distance learning made them feel isolated from the medical school and their classmates [ 9 , 13 ].…”

Section: Knowledge Acquisition—preclinical Curriculummentioning

confidence: 99%

“…Although distance learning in surgical education has significant benefits that will continue to be utilized in the future, it is important to address the potential disparities that distance learning may create. Over the past year, students reported network connectivity as a major drawback to distance learning [ 4 ]. In a virtual pathology curriculum that employed whole slide viewing software to share pathology slides with medical students, 80% of students reported that learning was impaired by technological challenges in accessing the slides [ 27 ].…”

Section: Disparities In Distance Learningmentioning

confidence: 99%

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Distance Learning in Surgical Education

2021

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Background Medical education has traditionally relied on in-person-based curriculums in medical school and residency . However, due to the COVID19 pandemic, medical schools and residency programs have been forced to rapidly transition to virtual platforms for learning. Surgical education poses a particular challenge, as virtual platforms cannot adequately replace hands-on learning of surgical skills. In this review, we will discuss the various ways in which virtual learning has been employed in surgical education and how it may be used to enhance learning of medical students and residents in the future. Methods We conducted a comprehensive literature search to identify articles published regarding medical school and surgical residency curriculum changes after COVID19. Results Over the past year, several surgery departments have piloted programs using virtual learning modules, live online lectures and training workshops, and remote streaming into the OR to supplement more traditional in-person learning. Overall, these programs have received positive feedback from participating medical students and residents, suggesting that virtual and online tools may be helpful in supplementing surgical education. However, several programs also noted the possibility for significant disparities in learning due to variable access to internet and availability of newer technologies. Conclusion Going forward, distance learning will play an important role in surgical education to further enhance learning of medical students and residents in a field with rapid technological advancements.

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“…During the COVID-19 pandemic, online teaching largely duplicates the model of classical o ine teaching by introducing the functions of screen share, checking attendance, "raising hands" and "quizzes", etc. [6], which become more effective due to spatiotemporal e ciency [7,8], [9].However, some disadvantages inherent for the online teaching are also obvious, such as lack of enthusiasm of students' participation in addition to some network connectivity issues [8], [9]. Thus, a hybrid teaching method that combines online and o ine teaching advantages is highly demanded in the post pandemic era [10], [11], [12].…”

Section: Introductionmentioning

confidence: 99%

Assessment of the Effectiveness of BOPPPS-Based Hybrid Teaching Model in Physiology Education

Liu

Zhu

et al. 2021

Preprint

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Background: Online teaching has become increasingly common in higher education, of the post-pandemic era. While a traditional face-to-face lecture or offline teaching remains very important and necessary for students to learn the medical knowledge systematically, guided by the BOPPPS teaching model, combination of online and offline learning approaches has become an unavoidable trend for maximizing teaching efficiency. However, in physiological education, the effectiveness of a combined online teaching and offline teaching model remains poorly assessed. The present study aims at providing an assessment to the hybrid teaching model.Methods: The study was performed among undergraduate medical students of Class 2017-2019, taught during 2018-2020, in the Physiology course in Harbin Medical University. Based on established offline teaching model with BOPPPS components in 2018, we incorporated online teaching contents into it to form a hybrid BOPPPS teaching model (HBOPPPS, in brief), preliminarily in 2019 and completely in 2020. The effectiveness of the HBOPPPS was assessed by comparing the final examination scores of both objective (multi-choice and single answer questions) and subjective (short and long essays) questions between different classes. Results: The final examination score of students in Class 2019 (83.9±0.5) who were taught with the HBOPPPS was significantly higher than that in Class 2017 (81.1±0.6) taught with offline BOPPPS and in Class 2018 (82.0±0.5) taught with preliminary HBOPPPS, which was mainly reflected in the average subjective scores. The subjective scores of Class 2019 (41.6±0.3) and Class 2018 (41.4±0.3) were significantly higher than that of Class 2017 (38.2±0.4). In the questionnaire among students in Class 2019, 86.2% of students were satisfied with this HBOPPPS and 79.4% students thought HBOPPPS improved their learning ability. In addition, majority of the students (73.5%) believed that reproducibility of the learning content was the major advantages of the HBOPPPS and 54.2% of the students also appreciated the flexibility of HBOPPPS. Lastly, 61.7% of the students showed a preference to be taught with the HBOPPPS in future.Conclusions: HBOPPPS is an effective teaching modal and useful for enhancing effectiveness of Physiology teaching. This is attributable to the reproducibility and flexibility as well as the increased students’ learning initiatives.

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Medical students’ perception of the reliability, usefulness and feasibility of unproctored online formative assessment tests

Cited by 40 publications

References 14 publications

Students’ and Teachers’ Perspective on the Implementation of Online Medical Education in China: A Qualitative Study

Students’ and Teachers’ Perspective on the Implementation of Online Medical Education in China: A Qualitative Study

Distance Learning in Surgical Education

Assessment of the Effectiveness of BOPPPS-Based Hybrid Teaching Model in Physiology Education

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