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Direct linkJessica Tater; Tony Zaharic; William Guy; Jon Cornwall – Assessment & Evaluation in Higher Education, 2024
A combination of institutional requirements and research activity means health profession students receive many requests to complete evaluations or participate in research. This study aimed to understand pre-clinical medical students' perceptions and attitudes towards these requests. A prospective audit of evaluation and research requests to…
Descriptors: Medical Students, Student Attitudes, Student Evaluation, Foreign Countries
Preston, Robyn; Gratani, Monica; Owens, Kimberley; Roche, Poornima; Zimanyi, Monika; Malau-Aduli, Bunmi – Assessment & Evaluation in Higher Education, 2020
What and how students learn depend largely on how they think they will be assessed. This study aimed to explore medical students' perception of the value of assessment and feedback on their learning, and how this relates to their examination performance. A mixed methods research design was adopted in which a questionnaire was developed and…
Descriptors: Medical Students, Student Evaluation, Feedback (Response), Student Attitudes
Page, Michael; Gardner, John; Booth, Joe – Assessment & Evaluation in Higher Education, 2020
Formative assessment is widely accepted as being crucial to promoting student learning and, since 2010, the UK General Medical Council has mandated its use in workplace-based clinical training for all new doctors. As a result, the Royal College of Radiologists (RCR) instituted a range of formative workplace-based assessments including the…
Descriptors: Foreign Countries, Medical Education, Medical Students, Student Evaluation
Fortun, Jenny; Tempest, Helen – Assessment & Evaluation in Higher Education, 2020
A modified essay is an open-ended question about clinical presentations, with the goal to test application of basic science principles to novel scenarios. Due to high reliability and validity, multiple-choice question (MCQ) examinations are more commonly used. We have employed a combination of MCQ and modified essay examinations in medical school.…
Descriptors: Medical Education, Medical Students, Essays, Student Evaluation
Martins, Maria João; Reis Marques, Tiago; Laíns, Inês; Leal, Inês; Pessanha, Inês; Brochado, Bruno; Oliveira Santos, Manuel; Pinto Teixeira, Pedro; Fernandes, Diogo Hipólito; Silva, João Carlos; Sampaio, Filipa Almeida; Brandão, Mariana; Morais, Inês; Laranjinha, Inês; Teixeira, Nelson; Fernandes, Tiago; Carneiro, Diogo; Calvão, Joana; Pratas, Miguel; Palmela, Carolina; Lima, António; Pires, Guilherme; Reis, Joel; Raimundo, Miguel; Afonso, Raquel Rocha; Costa e Silva, Miguel; Quintas, Catarina; Rodrigues, Tiago M.; Coelho, Nuno Henriques; Ramos, Sónia Afonso; Policiano, Catarina; Rato, Catarina; Faria, Daniel Candeias; Lopes, Alice; Rodrigues, Joana Ramos; Ferreira, Afonso Nunes; Costeira, Filipa de Sousa; Marques, Renata; Cordeiro, Hugo; Richardson, John T. E. – Assessment & Evaluation in Higher Education, 2019
The UK National Student Survey (NSS) is a sound and widely used instrument for assessing students' academic experiences. We aimed to translate the NSS for Portuguese students and to validate the instrument in a sample of medical undergraduates. The research team translated and adapted the NSS for Portuguese students (NSS-P). The survey was…
Descriptors: Foreign Countries, National Surveys, Student Surveys, Medical Students
Thompson, James; Houston, Don; Dansie, Kathryn; Rayner, Timothy; Pointon, Timothy; Pope, Simon; Cayetano, Anthea; Mitchell, Brad; Grantham, Hugh – Assessment & Evaluation in Higher Education, 2017
The mistakes made when attempting tasks often prove to be some of the most invaluable learning experiences. Despite this, outcome and results driven assessment formats largely penalise student performance errors or reward students who succeed by chance. The consequences of this paradigm are visible effects on student relationships with assessment.…
Descriptors: Foreign Countries, Undergraduate Students, Bachelors Degrees, Medical Students
Meek, Sarah E. M.; Blakemore, Louise; Marks, Leah – Assessment & Evaluation in Higher Education, 2017
Many aspects of higher education must be reconceptualised for massive open online courses (MOOCs). Formative and summative assessment of qualitative work in particular requires novel approaches to cope with the numbers involved. Peer review has been proposed as one solution, and has been widely adopted by major MOOC providers, but there is…
Descriptors: College Students, Student Evaluation, Peer Evaluation, Online Courses
Franco, Renato Soleiman; Franco, Camila Ament Giuliani dos Santos; Pestana, Olívia; Severo, Milton; Ferreira, Maria Amélia – Assessment & Evaluation in Higher Education, 2017
The main objective of this research was to review the characteristics of portfolios and their outcomes for teaching professionalism to undergraduate medical students. A systematic review on the use of portfolios in teaching professionalism to medical students identified 1,257 papers. Of these, 11 articles met all inclusion criteria. According to…
Descriptors: Undergraduate Students, Medical Students, Portfolios (Background Materials), Professionalism
Papinczak, Tracey; Peterson, Raymond; Babri, Awais Saleem; Ward, Kym; Kippers, Vaughan; Wilkinson, David – Assessment & Evaluation in Higher Education, 2012
In small groups, medical students were involved in generating questions to contribute to an online item bank. This study sought to support collaborative question-writing and enhance students' metacognitive abilities, in particular, their ability to self-regulate learning and moderate understanding of subject material. The study focused on…
Descriptors: Medical Students, Metacognition, Higher Education, Questionnaires
Homer, Matt; Darling, Jonathan; Pell, Godfrey – Assessment & Evaluation in Higher Education, 2012
Over recent years, UK medical schools have moved to more integrated summative examinations. This paper analyses data from the written assessment of undergraduate medical students to investigate two key psychometric aspects of this type of high-stakes assessment. Firstly, the strength of the relationship between examiner predictions of item…
Descriptors: Foreign Countries, Medical Schools, Summative Evaluation, High Stakes Tests
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
Malau-Aduli, Bunmi S.; Zimitat, Craig – Assessment & Evaluation in Higher Education, 2012
The aim of this study was to assess the effect of the introduction of peer review processes on the quality of multiple-choice examinations in the first three years of an Australian medical course. The impact of the peer review process and overall quality assurance (QA) processes were evaluated by comparing the examination data generated in earlier…
Descriptors: Foreign Countries, Peer Evaluation, Multiple Choice Tests, Test Construction
Weurlander, Maria; Soderberg, Magnus; Scheja, Max; Hult, Hakan; Wernerson, Annika – Assessment & Evaluation in Higher Education, 2012
This study aims to provide a greater insight into how formative assessments are experienced and understood by students. Two different formative assessment methods, an individual, written assessment and an oral group assessment, were components of a pathology course within a medical curriculum. In a cohort of 70 students, written accounts were…
Descriptors: Medical Students, Formative Evaluation, Evaluation Methods, Student Attitudes
Owen, Cathy; Stefaniak, John; Corrigan, Gerry – Assessment & Evaluation in Higher Education, 2010
Introduction: Medical student concern that the submission of named examination scripts to examiners could cause bias initiated a study on the effect of identified and de-identified scripts on assessment outcome. Methods: Data were collected from a convenience examination sample of Year 1 (n = 88 students; n = 29 questions) and Year 2 scripts (n =…
Descriptors: Scripts, Medical Students, Examiners, Feedback (Response)
Macpherson, Karen; Owen, Cathy – Assessment & Evaluation in Higher Education, 2010
In this study conducted with 80 first-year students in a graduate medical course at the Australian National University, Canberra, students' critical thinking skills were assessed using the Watson-Glaser Critical Thinking Appraisal (Forms A and B) in a test-retest design. Results suggested that overall subjects retained consistent patterns of…
Descriptors: Medical Students, Medical Schools, Rewards, Critical Thinking
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