The Role of Using Formative Assessments in Problem-based Learning: A Health Sciences Education Perspective

Kelley, Kristi W.; Fowlin, Julaine M.; Tawfik, Andrew A.; Anderson, Max C.

doi:10.7771/1541-5015.1814

Cited by 12 publications

(6 citation statements)

References 25 publications

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“…This may be due to the increased application of knowledge that VP simulations promote [ 7 ]. Learning techniques which require users to actively engage in the process support higher-order learning outcomes and have been found to encourage independent learning [ 38 ]. The requirements of continuing professional development mean this is an essential skill for a pharmacist.…”

Section: Discussionmentioning

confidence: 99%

Actual vs. Perceived Competency Development—How Can Virtual Patients Impact Pharmacist Pre-Registration Training?

2020

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Virtual patients are an active learning pedagogical tool that stimulate clinical scenarios. There is an established disparity in pre-registration examination pass rates depending on whether individuals complete their training in a community or hospital pharmacy. This study aimed to evaluate virtual patient (VP) and non-interactive (NI) case studies, concerning knowledge, skill and confidence development of pre-registration pharmacist trainees. A quasi-experimental evaluation was conducted. Pre-registration pharmacists completed three VP or NI case studies. Each case study was associated with a pre-and post-knowledge quiz. Pre-registration trainees were invited to complete a questionnaire consisting of Likert ranking statements and open-ended questions on the case study features, usability and individual development. Both learning tools significantly improved trainees’ knowledge on the topic areas (except for the NI group in case study 3). Although no significant differences in knowledge improvement were identified between the learning tools, trainees who used the VP reported the development of a wider knowledge base and skill set, an increase in confidence for practice and an opportunity to apply their learning. The sector in which pre-registration pharmacists were completing their training (community or hospital) had a significant impact on knowledge improvement in the three case studies. Future research evaluating VPs with pre-registration and qualified pharmacists should be conducted to explore their benefits and establish their effectiveness as learning tools.

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Section: Discussionmentioning

confidence: 99%

Actual vs. Perceived Competency Development—How Can Virtual Patients Impact Pharmacist Pre-Registration Training?

2020

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“…PBL has shown to be superior when it comes to long-term retention, skill development and the satisfaction of students and teachers, [33]. Multiple authors have successfully tested this methodology, since it makes the knowledge construction process explicit, allows students to be aware of their learning process [34], and is well suited to engineering and technology education [35], although it has been applied successfully to multiple areas, from maths or health sciences to visual arts [36][37][38] . The students should also have an autonomy that must be adapted by the teacher by designing the project or making a guide.…”

Section: Literature Reviewmentioning

confidence: 99%

Applying Design Thinking to Enhance Programming Education in Vocational and Compulsory Secondary Schools

Díaz-Lauzurica,

Moreno-Salinas

2023

Applied Sciences

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A proper and complete formation in technology (science, communications, programming, robotics, Computational Thinking, etc.) must be imparted at all educational levels for a lifelong education. However, students may lose motivation or interest due to the complexity and abstraction of some of the concepts imparted. In line with this, the work at hand looks to improve the interest and commitment of students by presenting the programming concepts and contents in a practical way. The teaching–learning process is based on the development of projects about robotics, which are adapted for courses and groups of different educational levels. The Design Thinking methodology is used to impart the content. This methodology allows the students to experiment, design and test different solutions for a given problem, increasing their motivation and interest, promoting creativity, and making the students conscious of their learning process. Two different projects are considered, a simulated one based on a sensor network to localise and track a robot in a closed area for vocational education students, and an experimental one about constructing a robot with several capabilities using Lego Mindstorms for compulsory secondary education students. The results obtained over three different groups of students are analysed and compared, and show that the methodology and projects selected can be adopted and adapted for different educational levels, increasing the proficiency of the students, their development, motivation and self-learning despite the difficulty and complexity of some concepts related to computer science.

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“…This evaluation included assessing course effectiveness, updating courses, accreditation, and data security. Learning and assessment are mutually dependent because both students and teachers tend to pay greater attention to learning objectives that are assessed (Kelley, Fowlin, Tawfik & Anderson, 2019). Martin, Ritzhaupt, Kumar, and Budhrani (2019) found that award-winning online faculty use a variety of assessments, using traditional and authentic assessments and used rubrics to assess students.…”

Section: Level Of Implementation Of Asynchronous Instruction In Ge5 Coursementioning

confidence: 99%

Uncovering Learners’ Experiences to New Normal Education: Implications of Asynchronous Instruction in Ge 5: Science, Technology, and Society Course Teaching

Diez

Ebro

Dequito

et al. 2021

EJES

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The new normal education policy in response to the pandemic crisis pushed institutions to shift from traditional face-to-face to asynchronous instruction that posed challenges particularly to science courses in higher education. The purpose of this study was to understand the learning experiences of the students and the implications of asynchronous teaching instruction in the Science, Technology, and Society course. This study utilized a convergent parallel mixed method of research employing descriptive-comparative and descriptive phenomenological research designs. There were 100 respondents for the quantitative part and 12 participants for the qualitative part. Based on the quantitative findings, the overall implementation of asynchronous instruction in the course was "excellent." Specifically, the level of implementation was "very satisfactory" in terms of Content and Course Evaluation, while "excellent" in terms of Instructional Design, Student Assessment, and Technology. There was no significant difference in the level of implementation of the course asynchronous instruction when analyzed by specialization. Moreover, based on the qualitative analysis, the learning experiences of students in asynchronous instruction were both positive and negative that implied two-way learning experiences. The general recommendation gleaned from the students was science, technology, and society asynchronous delivery improvement that covered teacher improvement, SIM improvement, and assessment tool improvement. The general recommendations of this study were improving asynchronous instruction delivery through teachers training proposals, modification of self-instructional materials, increasing the awareness and effective use of the varied assessment tools in sustaining the needs and interest of students in studying the course, creating a safe learning environment for the students, and conducting future researches to reveal significant factors which affect the learning experiences of students and the other points that the current researchers have not yet explored. Article visualizations:<img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" />

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The Role of Using Formative Assessments in Problem-based Learning: A Health Sciences Education Perspective

Cited by 12 publications

References 25 publications

Actual vs. Perceived Competency Development—How Can Virtual Patients Impact Pharmacist Pre-Registration Training?

Actual vs. Perceived Competency Development—How Can Virtual Patients Impact Pharmacist Pre-Registration Training?

Applying Design Thinking to Enhance Programming Education in Vocational and Compulsory Secondary Schools

Uncovering Learners’ Experiences to New Normal Education: Implications of Asynchronous Instruction in Ge 5: Science, Technology, and Society Course Teaching

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