scholarly journals Structured oral examination as an effective assessment tool in lab-based physiology learning sessions

2020 ◽  
Vol 44 (3) ◽  
pp. 453-458
Author(s):  
Lifeng Wang ◽  
Ahmad Taha Khalaf ◽  
Dongyu Lei ◽  
Mengke Gale ◽  
Jing Li ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Faculty Members ◽  
Oral Examination ◽  
Laboratory Course ◽  
Laboratory Courses ◽  
The Mean ◽  
Anxiety Levels ◽  
Second Year ◽  
Physiology Laboratory ◽  
Effective Assessment

Traditional oral examination (TOE) is criticized for the shortage of objectivity, standardization, and reliability. These perceived limitations can be mitigated by the introduction of structured oral examination (SOE). There is little evidence of the implementation of SOE in physiology laboratory courses. The purpose of this study was to investigate the effect of SOE in laboratory-based learning sessions. Second-year medical students ( n = 114) attended a 16-wk physiology laboratory course. They were initially assessed by TOE in the middle of the academic term. The students’ perspectives on this assessment were measured by a modified three-point Likert-type scale questionnaire. Following this, faculty members prepared topics for SOE; nine topics were included from each laboratory course. The correct answers and scoring criteria were discussed among the faculty before the SOE event. One week after the last laboratory course, SOE was carried out for each student. As with the TOE process, student feedback was collected via a modified three-point Likert-type scale questionnaire. The mean laboratory homework score from the first four and last four laboratory courses was also calculated. Paper exams were also conducted after TOE and SOE. The results show that SOE is more acceptable to students than TOE. Significant differences ( P < 0.05) were observed in terms of uniformity of questions asked, syllabus coverage, and anxiety levels. In addition, SOE improved students’ performance in the laboratory course explored here. We contend that SOE shows promise as an effective assessment tool in laboratory-based physiology learning sessions.

scholarly journals Structured Oral Examination as an Assessment Tool for Third Year Indian MBBS Undergraduates in Community Medicine

2016 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Ashok Jaykumar Vankudre ◽  
Balaji Digember Almale ◽  
Mrunal Suresh Patil ◽  
Abhijeet Madhukar Patil
Keyword(s):  
Gender Bias ◽  
Communication Skill ◽  
Assessment Tool ◽  
Faculty Members ◽  
Community Medicine ◽  
Oral Examination ◽  
Depth Of Knowledge ◽  
Time Allotment ◽  
Head Of Department ◽  
Better Than

<strong>Introduction:</strong> Traditional viva are useful in assessing depth of knowledge and overall communication skill of student but demerits are many such as unequal time distribution for viva, gender bias, non uniformity, examiner's mood and so on. In present study we structured oral examination as an assessment tool for third year MBBS undergraduates in community Medicine and evaluating the process by taking student's as well as faculty's feedback to minimize biases. <strong>Material and Methods:</strong> Permission from Dean as well as head of department was taken. A batch of 26 students was randomly selected and enrolled in to study after informed consent. Four faculty members were randomly divided in two groups. Faculty members in structured oral examination group were sensitized and trained about it. Each student has undergone same set of questionnaire consisting of simple recall and applied questions. All the students were simultaneously assessed with traditional and structured oral examination without intermixing. Feedback in the form of questionnaire as per Likert's scale was collected for both type of viva and from students and faculties. Appropriate statistical analysis was done. <strong>Results:</strong> Analysis depicted that students were overall satisfied with the structured oral examination and felt it better than the traditional viva. Statistically significant differences (p = 0.0001) were observed in terms of uniformity of questions asked, stress, time allotment, topic coverage etc. Faculty also expressed that structured oral examinations are better in terms of reducing bias, minimising luck factor and uniformity of questions.

Making students do the thinking: team-based learning in a laboratory course

2014 ◽  
Vol 38 (1) ◽  
pp. 49-55 ◽  
Author(s):  
Shawn R. Simonson
Keyword(s):  
Skill Development ◽  
Exercise Physiology ◽  
Laboratory Course ◽  
Teaching Pedagogy ◽  
Content Learning ◽  
Laboratory Courses ◽  
Student Teams ◽  
Learning Skill ◽  
Team Based Learning ◽  
Physiology Laboratory

Team-based learning (TBL) is a teaching pedagogy for flipping the classroom that moves the focus of the classroom from the instructor conveying course concepts via lecture to the application of concepts by student teams. It has been used extensively in lecture courses; however, there is little evidence of its use in laboratory courses. The purpose of this report is to describe the implementation of TBL in a graduate exercise physiology laboratory course. Using TBL in a graduate laboratory course was very successful and well received by both the students and instructor. Students reported increased content learning, skill development, and retention. They took on the responsibility for learning and were more accountable. The learners drove the process and were guided by the instructor rather than through instructor-centered delivery.

scholarly journals Peer instruction in a physiology laboratory course in China

2018 ◽  
Vol 42 (3) ◽  
pp. 449-453 ◽  
Author(s):  
Hui Bian ◽  
Yan Bian ◽  
Jiao Li ◽  
Yue Li ◽  
Yanhua Ma ◽  
...  
Keyword(s):  
Degrees Of Freedom ◽  
Incorrect Response ◽  
Peer Instruction ◽  
Negative Effects ◽  
Laboratory Course ◽  
Confidence Levels ◽  
Positive Effects ◽  
Laboratory Courses ◽  
School Year ◽  
Physiology Laboratory

Peer instruction has been used extensively in lecture courses; however, there is little evidence of its use in laboratory courses. The purpose of the present study was to describe the implementation of the peer instruction method in a physiology laboratory course in China. Second-year medical students attended a 6-wk physiology laboratory course in the fall semester of the 2016–2017 school year. In the six new physiology laboratory classes, peer instruction strategies were used to substitute for the traditional short, didactic lectures. The effects of peer instruction were measured by in-class quizzes and confidence levels. The students’ evaluations of peer instruction were measured by a Likert scale questionnaire. Peer instruction significantly improved the mean score on quizzes (0.53 ± 0.50 vs. 0.68 ± 0.47, P < 0.001) and confidence levels (2.36 ± 0.66 vs. 2.80 ± 0.45, P < 0.001). Furthermore, for individual incorrect answers, 39.07% changed to correct answers after peer instruction, whereas, for correct answers, 6.61% were changed to an incorrect response. Overall, significantly more students changed their answers from incorrect to correct than from correct to incorrect [χ2: 333.11; degrees of freedom (df): 1; P < 0.001]. Therefore, the positive effects of peer instruction were higher than the negative effects (χ2: 244.55; df: 1; P < 0.001). Moreover, student evaluations of peer instruction were highly positive. In conclusion, the implementation of peer instruction to the physiology laboratory course is an effective strategy to enhance students’ performance on in-class quizzes and confidence levels. In addition, the attitude of students toward peer instruction was favorable.

scholarly journals The SAFE-T upper endoscopy tool: a web-based application for the point-of-care evaluation of gastroenterology fellow performance in upper endoscopy

2020 ◽  
Author(s):  
Navin L Kumar ◽  
Guillaume Kugener ◽  
Kelly E Hathorn ◽  
Molly L Perencevich ◽  
Kunal Jajoo ◽  
...  
Keyword(s):  
Real Time ◽  
Assessment Tool ◽  
Skill Assessment ◽  
Upper Endoscopy ◽  
Web Based ◽  
Endoscopy Training ◽  
Lower Performance ◽  
The Mean ◽  
Second Year ◽  
Kappa Agreement

Abstract Background Attending assessment is a critical part of endoscopic education for gastroenterology fellows. The aim of this study was to develop and validate a concise, web-based assessment tool to evaluate real-time fellow performance in upper endoscopy. Methods We developed the Skill Assessment in Fellow Endoscopy Training (SAFE-T) upper endoscopy tool to capture both summative and formative feedback in a concise, five-part questionnaire. The tool mirrors the previously validated SAFE-T colonoscopy tool and is administered electronically via a web-based application. We evaluated the tool in a prospective study of 15 gastroenterology fellows (5 fellows each from Years 1–3 of training) over the 2018–2019 academic year. An independent reviewer evaluated a subset of these procedures and completed both the SAFE-T and Assessment of Competency in Endoscopy (ACE) upper endoscopy forms for reliability testing. Results Twenty faculty completed 413 SAFE-T evaluations of the 15 fellows in the study. The mean SAFE-T overall score differentiated each sequential fellow year of training, with first-year cases having lower performance than second-year cases (3.31 vs 4.25, P &lt; 0.001) and second-year cases having lower performance than third-year cases (4.25 vs 4.56, P &lt; 0.001). The mean SAFE-T overall score decreased with increasing case-complexity score, with straightforward compared with average cases (3.98 vs 3.39, P &lt; 0.001) and average compared with challenging cases (3.39 vs 2.84, P = 0.042). In dual-observed procedures, the SAFE-T tool showed excellent inter-rater reliability with a Kappa agreement statistic of 0.815 (P = 0.001). The SAFE-T overall score also highly correlated with the ACE upper endoscopy overall hands-on score (r = 0.76, P = 0.011). Conclusions We developed and validated the SAFE-T upper endoscopy tool—a concise and web-based means of assessing real-time gastroenterology fellow performance in upper endoscopy.

IMPROVING STUDENT’S VOCABULARY ACHIEVEMENT THROUGH “MAKE A MATCH METHOD”

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Ade Iriyani And Sortha Silitonga
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
English Teacher ◽  
Match Method ◽  
Class Viii ◽  
The Mean ◽  
Second Year ◽  
Teacher Use ◽  
Vocabulary Achievement

The objective of the study is to find out if the students’ vocabulary achievement improved through Make a Match Method. The research of this study was conducted by using action research. The subjects of this study were the second year students of MTs Swasta Al-Badar Tanjungbalai class VIII consisted of 31 students. The research was conducted in two cycles and every cycle consisted of three meetings. Quantitative and qualitative instruments were used to gather the data. Quantitative data was taken from the students’ score in vocabulary mastery, while qualitative data was taken from diary notes, observation sheets and questionnaire sheets. Based on the data, the students’ scores got improvement in every cycle. In test I, the mean of the students’ score was 59 while test II, the mean of the students’ score was 70.5 and in test III the mean of the students’ score was 77.3. It was found that the teaching vocabulary through Make a Match Method improve the students’ vocabulary Achievement. It is suggested that English teacher use Make a Match Method as one of alternatives method in teaching vocabulary.

scholarly journals Do we need to improve the reporting of evidence in tendinopathy management? A critical appraisal of systematic reviews with recommendations on strength of evidence assessment

2021 ◽  
Vol 7 (1) ◽  
pp. e000920
Author(s):  
Dimitris Challoumas ◽  
Neal L Millar
Keyword(s):  
Systematic Reviews ◽  
Assessment Tool ◽  
Data Extraction ◽  
Cochrane Collaboration ◽  
Mean Difference ◽  
Strength Of Evidence ◽  
The Mean ◽  
Randomised Controlled ◽  
Meta Analyses ◽  
The Cochrane Collaboration

ObjectiveTo critically appraise the quality of published systematic reviews (SRs) of randomised controlled trials (RCTs) in tendinopathy with regard to handling and reporting of results with special emphasis on strength of evidence assessment.Data sourcesMedline from inception to June 2020.Study eligibilityAll SRs of RCTs assessing the effectiveness of any intervention(s) on any location of tendinopathy.Data extraction and synthesisIncluded SRs were appraised with the use of a 12-item tool devised by the authors arising from the Preferred Reporting Items in Systematic Reviews and Meta-Analyses statement and other relevant guidance. Subgroup analyses were performed based on impact factor (IF) of publishing journals and date of publication.ResultsA total of 57 SRs were included published in 38 journals between 2006 and 2020. The most commonly used risk-of-bias (RoB) assessment tool and strength of evidence assessment tool were the Cochrane Collaboration RoB tool and the Cochrane Collaboration Back Review Group tool, respectively. The mean score on the appraisal tool was 46.5% (range 0%–100%). SRs published in higher IF journals (>4.7) were associated with a higher mean score than those in lower IF journals (mean difference 26.4%±8.8%, p=0.004). The mean score of the 10 most recently published SRs was similar to that of the first 10 published SRs (mean difference 8.3%±13.7%, p=0.54). Only 23 SRs (40%) used the results of their RoB assessment in data synthesis and more than half (n=30; 50%) did not assess the strength of evidence of their results. Only 12 SRs (21%) assessed their strength of evidence appropriately.ConclusionsIn light of the poor presentation of evidence identified by our review, we provide recommendations to increase transparency and reproducibility in future SRs.

Secondary Traumatization Among Social Work Students—The Contribution of Personal, Professional, and Environmental Factors

2020 ◽  
Author(s):  
Anat Ben-Porat ◽  
Shahar Shemesh ◽  
Ronit Reuven Even Zahav ◽  
Shelly Gottlieb ◽  
Tehila Refaeli
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Positive Contribution ◽  
Unique Contribution ◽  
Raising Awareness ◽  
The Mean ◽  
Explained Variance ◽  
Second Year ◽  
Self Differentiation

Abstract This study examined the rate of secondary traumatic stress (STS) among social work students and the contribution of background variables, personal resources (mastery and self-differentiation) and environmental resources (supervision satisfaction and peer support) to STS. The sample consisted of 259 social work students at three social work schools in Israel. The findings indicated that the mean level of STS was mild. Of the students, 36 per cent suffered STS to a mild extent, 19 per cent to a moderate extent and 18 per cent reported a ‘high to extreme extent’. A significant contribution was made by the student’s year of study, students in their second year of social work school suffered more severely from STS than did students in their first or third years. A positive contribution was made by the student’s level of exposure and a unique contribution was made by mastery and supervision satisfaction to the explained variance of STS. The findings highlight the importance of raising awareness of STS and its implications for social work students, as well as the necessity of helping students cope with this phenomenon. In addition, the study emphasises the significant role of supervisors in the training agencies and the importance of increasing students’ sense of mastery.

SPECIAL ARTICLE

PEDIATRICS ◽  
1954 ◽  
Vol 14 (5) ◽  
pp. 563-564
Author(s):  
Keyword(s):  
Standard Deviation ◽  
Visual Assessment ◽  
Probable Error ◽  
Oral Examination ◽  
Frequency Curve ◽  
Written Examination ◽  
Lower Figure ◽  
Normal Frequency ◽  
The Mean ◽  
Selection Of

THE WRITTEN examination of January 15, 1954, was taken by 515 candidates, a larger number than in any previous year except 1953 when there were 607 candidates Grades ranged from a lowest mark of 32.0 to a highest mark of 89.5 Inspection of the range resulted in the decision to place the passing mark at 51. On this basis there were 32, or 6.2%, who failed and were therefore ineligible for oral examination. The distribution of the grades earned by the 515 candidates is presented in the form of a histogram. As an aid to visual assessment of the nature of the distribution, a normal frequency curve computed from the mean and standard deviation of the data has been superimposed on the diagram. The distribution of the grades is clearly and impressively skewed to the left, that is, the scores tend to be massed at the high end of the scale and spread out at the low end. An examination of this type is relatively sensitive in the zone of poorer scholarship where the selection of failures is to be made and relatively insensitive in the range of higher scholarship. The intrinsic reliability of the examination has again been assessed by comparing the grade made by each candidate on his odd-numbered questions with that earned on his even-numbered questions. The comparison reveals a "probable error of estimate," P.E.m, of 2.39, a lower figure and therefore a higher degree of reliability than yielded by any previous examination. The Committee is pleased that the increase in reliability was accomplished in spite of the fact that the length of the examination was decreased from 250 grading points in 1953 to 200 grading points.

scholarly journals Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance1

2017 ◽  
Vol 19 (2) ◽  
pp. 90-106 ◽  
Author(s):  
Hassan Eslamian ◽  
Seyed Ebrahim Mirshah Jafari ◽  
Mohammad Reza Neyestani
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Faculty Members ◽  
Control Group ◽  
Teaching Performance ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

AbstractThis quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty membersí performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.

scholarly journals Fuel economy assessment tool for auxiliary kite propulsion of merchant ship

2018 ◽  
pp. 5-7 ◽  
Author(s):  
Vincent Podeur ◽  
Damien Merdrignac ◽  
Morgan Behrel ◽  
Kostia Roncin ◽  
Caroline Fonti ◽  
...  
Keyword(s):  
Fuel Economy ◽  
Assessment Tool ◽  
Round Trip ◽  
Merchant Ship ◽  
Added Resistance In Waves ◽  
The Mean ◽  
The Impact ◽  
Engine Power

A tool dedicated to assess fuel economy induced by kite propulsion has been developed. To produce reliable results, computations must be performed on a period over several years, for several routes and for several ships. In order to accurately represent the impact of meteorological trends variations on the exploitability of the kite towing concept, a time domain approach of the problem has been used. This tool is based on the weather database provided by the ECMWF. Two sailing strategies can be selected for assessing the performance of the kite system. For a given kite area, the simulation can be run either at constant speed or at constant engine power. A validation has been made, showing that predicted consumption is close from in-situ measurement. It shows an underestimation of 11.9% of the mean fuel consumption mainly due to auxiliary consumption and added resistance in waves that were not taken into account. To conclude, a case study is performed on a 2200 TEU container ship equipped with an 800m² kite on a transatlantic route between Halifax and Le Havre. Round trip simulations, performed over 5 years of navigation, show that the total economy predicted is of around 12% at a speed of 16 knots and around 6.5% at a speed of 19 knots.

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