Generalisability theory analyses of concept mapping assessment scores in a problem-based medical curriculum

2016 ◽  
Vol 50 (7) ◽  
pp. 730-737
Author(s):  
Salah E Kassab ◽  
Mariam Fida ◽  
Ahmed Radwan ◽  
Adla B Hassan ◽  
Marwan Abu-Hijleh ◽  
...  
Keyword(s):  
Concept Mapping ◽  
Medical Curriculum ◽  
Assessment Scores ◽  
Generalisability Theory

scholarly journals Formative assessment scores in tutorial sessions correlates with OSCE and progress testing scores in a PBL medical curriculum

2019 ◽  
Vol 24 (1) ◽  
pp. 1560862 ◽  
Author(s):  
Lucélio B. Couto ◽  
Marina T. Durand ◽  
Amora C. D. Wolff ◽  
Carolina B. A. Restini ◽  
Milton Faria ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Medical Curriculum ◽  
Progress Testing ◽  
Assessment Scores

Concept mapping assessment in a problem-based medical curriculum

2010 ◽  
Vol 32 (11) ◽  
pp. 926-931 ◽  
Author(s):  
Salah Eldin Kassab ◽  
Shereen Hussain
Keyword(s):  
Concept Mapping ◽  
Medical Curriculum

scholarly journals Attitude, but not self-evaluated knowledge, correlates with academic performance in physiology in Thai medical students

2019 ◽  
Vol 43 (3) ◽  
pp. 324-331 ◽  
Author(s):  
Nachchakorn Kwankajonwong ◽  
Chuthamas Ongprakobkul ◽  
Shaun Peter Qureshi ◽  
Pasakorn Watanatada ◽  
Sekh Thanprasertsuk ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Medical Curriculum ◽  
Self Directed Learning ◽  
Assessment Scores ◽  
Self Evaluation ◽  
Significant Difference ◽  
Assessment Performance ◽  
Physiology Laboratory ◽  
Teaching Time

Positive attitude and self-evaluation are necessary for medical students and doctors. To explore how best to integrate physiology teaching in our Thai medical curriculum, we investigated relationships between student’s academic performance, their attitude, self-evaluated knowledge, and proportion of physiology taught in an organ-system integrated block. We organized 13 physiology laboratory classes, during which students self-rated attitude and knowledge. Academic performance was measured by formative and summative assessments. One hundred thirty-six participants were categorized into most proactive (Most PA), more proactive (More PA), less proactive (Less PA), and least proactive (Least PA) attitude groups by self-preparation questionnaire. Eighty participants were categorized into high (HighE), moderate (ModerateE), and low (LowE) self-evaluation rating groups. Mean formatives score in the Most PA group was significantly higher than in the other PA groups ( P = 0.003, P = 0.001, and P < 0.001, respectively). Mean summative score in the Most PA group was significantly higher than the Less PA and the Least PA groups ( P = 0.017 and P = 0.015 respectively). There was no significant difference in mean assessment scores among HighE, ModerateE, and LowE groups. Proportion of teaching time dedicated to physiology positively correlated with student attitude ( r = 0.84, P = 0.001) and negatively correlated with self-evaluation rating ( r = −0.73, P = 0.007). Thai medical students may benefit from a proactive attitude to studying physiology, contrasting with traditional didactic expectations of Thai education. Proportion of teaching time dedicated to physiology does not influence academic performance; therefore, future adjustments to curriculum integration may incorporate classes that facilitate self-directed learning. Future study should explore other influences on learning and assessment performance.

Concept Mapping zum Lernen aus Texten

2008 ◽  
Vol 22 (2) ◽  
pp. 119-125 ◽  
Author(s):  
Tatjana S. Hilbert ◽  
Matthias Nückles ◽  
Alexander Renkl ◽  
Carla Minarik ◽  
Angelika Reich ◽  
...  
Keyword(s):  
Concept Mapping ◽  
Concept Map

Concept Mapping ist eine Lernstrategie, die insbesondere das bedeutungsvolle Lernen unterstützt. Ziel dieser Studie war es, den Nutzen von kognitiven und/oder metakognitiven Prompts auf den Lernerfolg beim Lernen durch Concept Mapping zu untersuchen. Die teilnehmenden Schülerinnen und Schüler (N = 112, Durchschnittsalter: 17.20 Jahre) erzielten einen signifikant besseren Lernerfolg, wenn sie durch Prompts beim Anfertigen einer Concept Map unterstützt wurden. Gemischte Prompts waren dabei im Vergleich zu nur kognitiven bzw. nur metakognitiven Prompts nicht effektiver, offensichtlich regte bereits die Verfügbarkeit von Prompts die Lernenden zu systematischerem Lernverhalten an. Als Fazit dieser Studie lässt sich festhalten, dass Prompts als Hilfestellung bei der Anwendung einer neuen Lerntechnik sehr wohl positive Effekte haben. Eine Follow-Up-Messung ohne Prompts zeigte jedoch, dass die einmalige Unterstützung durch Prompts nicht ausreichte, um die Lerntechnik weiterhin selbstständig erfolgreich anzuwenden.

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