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Download full textHouston, Don; Thompson, James N. – Journal of University Teaching and Learning Practice, 2017
Discussions about the relationships between formative and summative assessment have come full circle after decades of debate. For some time formative assessment with its emphasis on feedback to students was promoted as better practice than traditional summative assessment. Summative assessment practices were broadly criticised as distanced from…
Descriptors: Formative Evaluation, Summative Evaluation, Student Evaluation, Medical Students
Direct linkGillette, Cordial M. – Athletic Training Education Journal, 2017
Context: Athletic training educators are faced with the tasks of assessing learning styles, preparing and delivering content, and assessing student learning. Within content delivery, some educators may subscribe to certain learning theories and teaching strategies. One teaching strategy that holds potential for athletic training education is…
Descriptors: Athletics, Teaching Methods, Problem Based Learning, Learning Activities
Sakai, Damon H; D'Eon, Marcel; Trinder, Krista; Kasuya, Richard T. – Interdisciplinary Journal of Problem-based Learning, 2016
At the University of Hawaii John A. Burns School of Medicine, senior medical student volunteers are used as tutors for some problem-based learning groups in both the first and second years. Previous studies on the advantages and disadvantages of student tutors compared to faculty tutors have been equivocal. This study expected to answer the…
Descriptors: Medical Students, Tutors, Tutoring, Scores
Hopper, Mari K.; Kaiser, Alexis N. – Advances in Physiology Education, 2018
The primary aim of this study was to determine whether levels of student engagement, higher order skill proficiency, and knowledge acquisition demonstrated by medical students would differ when completing the same course in three diverse learning environments. Following Institutional Review Board approval, 56 first-year medical students,…
Descriptors: Physiology, Science Instruction, Thinking Skills, Learner Engagement
Chan, Cecilia K. Y. – Innovations in Education and Teaching International, 2016
Many educational researchers have established problem-based learning (PBL) as a total approach to education--both a product and a process--from a pedagogical instructional strategy to skills development to assessment. This study provides qualitative evidences from educational practitioners in various professional disciplines, namely, Medicine,…
Descriptors: Problem Based Learning, Teaching Methods, Guidelines, Instructional Effectiveness
Yaqinuddin, Ahmed; Zafar, Muhammad; Ikram, Muhammad Faisal; Ganguly, Paul – Anatomical Sciences Education, 2013
Assessing teaching-learning outcomes in anatomical knowledge is a complex task that requires the evaluation of multiple domains: theoretical, practical, and clinical knowledge. In general, theoretical knowledge is tested by a written examination system constituted by multiple choice questions (MCQs) and/or short answer questions (SAQ). The…
Descriptors: Anatomy, Science Instruction, Science Tests, Patients
Zamora Cervantes, Alberto; Carrión Ribas, Carme; Cordón Granados, Ferran; Galí Pla, Bibiana; Balló Peña, Elisabet; Quesada Sabate, Miquel; Grau Martin, Armand; Castro Guardiola, Antoni; Torrent Goñi, Silvia; Vargas Vila, Susanna; Vilert Garrofa, Esther; Subirats Bayego, Enric; Coll de Tuero, Gabriel; Muñoz Ortiz, Laura; Cerezo Goyeneche, Carlos; Torán Monserrat, Pere – Journal of Technology and Science Education, 2014
Traditional learning and assessment systems are overwhelmed when it comes to addressing the complex and multi-dimensional problems of clinical communication and professional practice. This paper shows results of a training program in clinical communication under Problem Based Learning (PBL) methodology and correlation between student…
Descriptors: Communication Skills, Undergraduate Students, Problem Based Learning, Correlation
Baer, Tom – ProQuest LLC, 2013
Transfer of learning from curricular experiences to non-academic settings is a primary goal of any academic institution. In cases where skills, knowledge, and attitudes learned in curricular experiences are used to solve complex problems, transfer is especially difficult to define and measure. This study attempts to better define transfer in…
Descriptors: Medical Students, Transfer of Training, Medical Education, Competency Based Education
Meo, Sultan Ayoub – Advances in Physiology Education, 2013
This study aimed to assess knowledge and skills in a respiratory physiology course in traditional versus problem-based learning (PBL) groups in two different medical schools. Two different undergraduate medical schools were selected for this study. The first medical school followed the traditional [lecture-based learning (LBL)] curriculum, and the…
Descriptors: Foreign Countries, Undergraduate Students, Medical Students, Physiology
Hay, Peter J.; Engstrom, Craig; Green, Anita; Friis, Peter; Dickens, Sue; Macdonald, Doune – Assessment & Evaluation in Higher Education, 2013
This paper presents evaluation outcomes from an externally funded research project involving the online clinical assessment of practical skills (eCAPS) using web-based video technologies within a university medical programme. eCAPS was implemented to trial this web-based approach for promoting the efficacy of "practical" skills…
Descriptors: Medical Students, Student Evaluation, Formative Evaluation, Summative Evaluation
Johnson, Elizabeth O.; Charchanti, Antonia V.; Troupis, Theodore G. – Anatomical Sciences Education, 2012
It has become increasingly apparent that no single method for teaching anatomy is able to provide supremacy over another. In an effort to consolidate and enhance learning, a modernized anatomy curriculum was devised by attempting to take advantage of and maximize the benefits from different teaching methods. Both the more traditional approaches to…
Descriptors: Medical Education, Anatomy, Educational Change, Interdisciplinary Approach
Wang, Jun; Zhang, Weiguang; Qin, Lihua; Zhao, Jing; Zhang, Shuyong; Gu, Jin; Zhou, Changman – Anatomical Sciences Education, 2010
Problem-based learning (PBL) has been introduced to medical schools around the world and has increasingly become a popular pedagogical technique in Asian countries since 1990. Gross anatomy is a fundamental basic science course in virtually all medical training programs, and the methods used to teach it are under frequent scrutiny and revision.…
Descriptors: Problem Based Learning, Anatomy, Medical Education, Lecture Method
Leung, Kai-Kuen; Wang, Wei-Dean – Advances in Health Sciences Education, 2008
The Tutotest is one of the few structured instruments developed for the assessment of students' learning skills in a problem-based learning (PBL) curriculum. This study was designed to validate the Tutotest in a hybrid PBL curriculum. Forty-four tutors completed 370 evaluations on second to fourth year medical students at the end of the first…
Descriptors: Medical Students, Student Evaluation, Medical Schools, Problem Based Learning
Peer reviewedvan der Vleuten, C. P. M.; And Others – Medical Teacher, 1996
Reports on educational experiences with an assessment method to assess knowledge in a problem-based learning context. This progress test is a comprehensive test sampling knowledge across all content areas of medicine reflecting the end objectives of the curriculum. (MKR)
Descriptors: Alternative Assessment, Higher Education, Medical Education, Problem Based Learning
Peer reviewedWiers, Reinout W.; van de Wiel, Margaretha W. J.; Sa, Henrique L. C.; Mamede, Silvia; Tomaz, Jose Batista; Schmidt, Henk G. – Medical Teacher, 2002
Presents a general approach to curriculum design in the context of Problem-Based Learning (PBL) and proposes ten general steps for the process. Considers prior knowledge, skills, misconceptions, educational organization, curriculum management, and evaluation procedures. (Contains 24 references.) (Author/YDS)
Descriptors: Curriculum Development, Higher Education, Medical Education, Problem Based Learning
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