Methods to assess students’ acquisition, application and integration of basic science knowledge in an innovative competency-based curriculum

Bierer, S. Beth; Dannefer, Elaine F.; Taylor, Christopher L.; Hall, Phillip M.; Hull, Alan L.

doi:10.1080/01421590802139740

Cited by 39 publications

(34 citation statements)

References 17 publications

(15 reference statements)

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“…It is difficult evaluating the efficacy of the integrated curriculum, because it is generally introduced together with other changes in the curriculum, in student selection, staff development, and assessment procedures [3,8,[14][15][16]. On the other hand, it is clear that what makes difference in an integrated approach is not only what is taught but also how it is taught.…”

Section: Resultsmentioning

confidence: 99%

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Integration of basic sciences in health's courses

Azzalis

Giavarotti

Sato

et al. 2012

Biochem Molecular Bio Educ

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Concepts from disciplines such as Biochemistry, Genetics, Cellular and Molecular Biology are essential to the understanding and treatment of an elevated number of illnesses, but often they are studied separately, with no integration between them. This article proposes a model for basic sciences integration based on problem‐based learning (PBL) and compares failure rate, global final grade, approved student final grade, grade distribution and students' satisfaction with teacher conduction between integrated curriculum and traditional learning in health courses from Anhembi Morumbi University—a private institution from Brazil. Comparison between integrated and traditional curriculum was based on students' records obtained from first‐year health sciences students. A total of 1,697 records from 2005 to 2007 (nonintegrated curriculum) and 785 records from 2008 (integrated curriculum) were selected for this study and they were necessary to get information about students' grades. Moreover, a questionnaire was applied in order to cover student's satisfaction with teacher conduction. The data presented in this study indicated that the integrated curriculum based on PBL was related to an improvement in student's grades and satisfaction compared with traditional teaching. We believe that the effectiveness in health education will be a combination of “classical” presentation of contents associated to actively involved students in the educational process and methodology based on problems in order to create the stimulus for the undergraduates continue to integrate basic and clinical investigation.

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Section: Resultsmentioning

confidence: 99%

“…Opposite to traditional curriculum, the learning of basic sciences is placed in the context of clinical and professional practice and is seen more meaningful and relevant to students [2,3].…”

mentioning

confidence: 99%

Integration of basic sciences in health's courses

Azzalis

Giavarotti

Sato

et al. 2012

Biochem Molecular Bio Educ

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“…The use of multiple formats for a single student assessment is labor intensive (3,5). The additional labor may be justified if the formats test unique aspects of learning (14).…”

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confidence: 99%

A comparison of student performance in multiple-choice and long essay questions in the MBBS stage I physiology examination at the University of the West Indies (Mona Campus)

Pepple

Young

Carroll

2010

Advances in Physiology Education

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This retrospective study compared the performance of preclinical medical students in the multiple-choice question (MCQ) and long essay question components of a comprehensive physiology final examination. During the 3 yr analyzed, 307 students had an average score of 47% (SD 9.9) in the long essay questions and 64% (SD 9.9) in the MCQs. Regression analysis showed a significant correlation (r = 0.62, P < 0.01) between MCQs and long essay questions. When student performance was grouped by final course grade, a statistically significant correlation between MCQ and long essay scores existed only for the 210 students who received a passing grade (r = 0.20, P < 0.01). The MCQ and long essay question scores were not correlated for the 57 students who failed (r = 0.25, P = 0.06) or for the 40 students who achieved honors and distinctions (r = -0.27, P = 0.11). MCQ scores were significantly higher (P < 0.01) than essay scores for each of the groups when analyzed by two-way ANOVA. The results of this study suggest that for most students, the strong correlation between scores on MCQs and essay questions indicates that student performance was independent of testing format. For students at either end on the performance spectrum, the lack of correlation suggests that the performance in one of the testing formats had a strong influence on the final course grade. In addition, those students who failed the course were likely to be weak in both testing modalities, whereas students in all grade groups were more likely to perform better in the MCQs than in the long essay questions.

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“…4,5 Balanced use of multiple tools of assessments are utilized to test various domains of learning as per Bloom's Taxonomy. 6,7 There are However, such multiple formats of assessments are bound to cause variation in the performance of students with different level of academic ability. 10 Besides, many studies have also been reporting effect of gender on the overall performance of medical students, wherein, female students have been reported to perform better as compared to their male counterparts in paraclinical & clinical subjects.…”

Section: Introductionmentioning

confidence: 99%

“…4,5 Balanced use of multiple tools of assessments are utilized to test various domains of learning as per Bloom's Taxonomy. 6,7 There are ABSTRACT Background: Several studies have indicated gender differences in performance of undergraduate students in medical curriculum mainly in the clinical specialties which requires different set of skills as compared to pre and paraclinical subjects. Therefore, the study aim to investigate gender difference if any, on overall performance as well as on different modalities of assessment like multiple choice questions (MCQ) and structured long & short answer questions (LSQ) of medical students in physiology.…”

Section: Introductionmentioning

confidence: 99%

Gender difference in performance of undergraduate medical students for subjective and objective evaluation in physiology

et al. 2017

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INTRODUCTIONIn medical curriculum, methods of assessment have always held most important place in terms of quality of final outcome of medical graduates. For the assessment of cognitive, recall, interpretive and analytical abilities of medical students, the commonest written examination is long and short answer questions.1 However, with advancement of medical technology, these open ended questions have been replaced with structured long or short answer questions bringing more objectivity to the evaluation by the examiners.2,3 Whereas, another most popular form of written assessment method is use of multiple choice questions (MCQs) which are considered to be both reliable and suitable due to its high objectivity and ease of administration. 4,5 Balanced use of multiple tools of assessments are utilized to test various domains of learning as per Bloom's Taxonomy. 6,7 There are ABSTRACT Background: Several studies have indicated gender differences in performance of undergraduate students in medical curriculum mainly in the clinical specialties which requires different set of skills as compared to pre and paraclinical subjects. Therefore, the study aim to investigate gender difference if any, on overall performance as well as on different modalities of assessment like multiple choice questions (MCQ) and structured long & short answer questions (LSQ) of medical students in physiology. Methods: Performance of 238 first year MBBS students in overall theory (MCQ+LSQ) and separately in MCQ and LSQ were compared between male (n=139) & female (n=99). Further, they were sub-grouped on the basis of total marks in theory as low (<50%), medium (50-65%) and high achievers (>65%). Results: Female students scored significantly more compared to male students in total (60.8±7.42% vs 56.81±8.78%) as well as individually in MCQ & LSQ. Also, overall failure rate was more for male (19%) as compared to female (7%). However, comparison of high achiever group revealed no significant difference in performance of both genders in all modalities of assessments. Whereas, female students of both medium and low achiever groups had significantly high scores in LSQ as compared to male, but no such difference was observed for MCQ. Conclusions: Average and below average female students performed better relative to their male counterparts in subjective assessment (LSQ) as compared to assessment demanding more analytical/critical thinking (MCQ). However, performance of high achievers did not show any such gender difference. Therefore, different types of assessments bring out different abilities of students across genders depending on their grade of performance in a medical curriculum.

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Methods to assess students’ acquisition, application and integration of basic science knowledge in an innovative competency-based curriculum

Cited by 39 publications

References 17 publications

Integration of basic sciences in health's courses

Integration of basic sciences in health's courses

A comparison of student performance in multiple-choice and long essay questions in the MBBS stage I physiology examination at the University of the West Indies (Mona Campus)

Gender difference in performance of undergraduate medical students for subjective and objective evaluation in physiology

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