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The effectiveness of formative assessment in pathophysiology education from students' perspective: a questionnaire study.
Cong, Xin; Zhang, Yan; Xu, Hai; Liu, Li-Mei; Zheng, Ming; Xiang, Ruo-Lan; Wang, Jin-Yu; Jia, Shi; Cai, Jing-Yi; Liu, Cheng; Wu, Li-Ling.
Afiliación
  • Cong X; Department of Physiology and Pathophysiology, Peking University School of Basic Medical Sciences, Beijing, People's Republic of China.
  • Zhang Y; Department of Physiology and Pathophysiology, Peking University School of Basic Medical Sciences, Beijing, People's Republic of China.
  • Xu H; Department of Physiology and Pathophysiology, Peking University School of Basic Medical Sciences, Beijing, People's Republic of China.
  • Liu LM; Department of Physiology and Pathophysiology, Peking University School of Basic Medical Sciences, Beijing, People's Republic of China.
  • Zheng M; Department of Physiology and Pathophysiology, Peking University School of Basic Medical Sciences, Beijing, People's Republic of China.
  • Xiang RL; Department of Physiology and Pathophysiology, Peking University School of Basic Medical Sciences, Beijing, People's Republic of China.
  • Wang JY; Department of Physiology and Pathophysiology, Peking University School of Basic Medical Sciences, Beijing, People's Republic of China.
  • Jia S; Department of Physiology and Pathophysiology, Peking University School of Basic Medical Sciences, Beijing, People's Republic of China.
  • Cai JY; Department of Education, Peking University Health Science Center, Beijing, People's Republic of China.
  • Liu C; Institute of Medical Education, Peking University Health Science Center, Beijing, People's Republic of China.
  • Wu LL; Department of Physiology and Pathophysiology, Peking University School of Basic Medical Sciences, Beijing, People's Republic of China.
Adv Physiol Educ ; 44(4): 726-733, 2020 Dec 01.
Article en En | MEDLINE | ID: mdl-33155832
Current interdisciplinary medical training calls for reforms and innovations in the assessment of pathophysiology education. Formative assessment is used to monitor student learning to provide ongoing feedback that can improve both learning and teaching. Beginning in 2016, we implemented a formative assessment composed of case-based multiple-choice questions (MCQs) for all students in all majors. In 2017, case study questions began to be employed in the formative assessment, and student-set, case-based questions were further introduced. Aiming to gather the students' suggestions and feedback on the mixed-method assessment, we conducted a survey on aspects such as the effectiveness of the assessment, assessment content and completion, opinions on student-set questions, and the impact on pathophysiology learning for students from 2017 to 2019. In addition, we compared students' semesterly final scores with those of previous students and evaluated the relationship between formative and summative assessment scores. The results for 1,277 students clearly showed that the reformed formative assessment system was well received by the students. The students thought that the formative assessment not only allowed for the provision of real-time feedback on the effectiveness of teaching and learning but also nurtured self-motivation, the development of analytical and problem-solving skills, and collaborative efforts. Both the semesterly final scores and the proportions of students scoring in higher score ranges increased after the implementation of the formative assessment, and the summative assessment scores were positively related to the formative assessment scores. Consequently, the reformed formative assessment system significantly improved the quality of pathophysiology education.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes de Medicina / Educación de Pregrado en Medicina Límite: Humans Idioma: En Revista: Adv Physiol Educ Asunto de la revista: EDUCACAO / FISIOLOGIA Año: 2020 Tipo del documento: Article Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes de Medicina / Educación de Pregrado en Medicina Límite: Humans Idioma: En Revista: Adv Physiol Educ Asunto de la revista: EDUCACAO / FISIOLOGIA Año: 2020 Tipo del documento: Article Pais de publicación: Estados Unidos