OSCEs for Medical Finals

Academic Medicine, 2000

2010

© 2010 Fiona Muir. This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited.

2015

© 2015 Rikke MHG Jepsen et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited.

2013

© 2013 Margret van Tongeren-Alers et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited.

2013

© 2013 Muneer G. Babar et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited.

2012

© 2012 Robyn Woodward-Kron et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited.

International e-Journal of Science, Medicine & Education, 2008

2017

Background The importance of assessment in the educational process is well emphasized in medical education. The system of continuous assessment (CA) used in the College of medicine, KKU can be described as frequent summative assessments in each course since there was no regular feedback. The CA adopted carries 50% of the total marks. Achievement of students in CA is critical to their pass or failure of any course. Excessive use of summative assessment was identifed as problematic by some research work. But, at the same time a single terminal summative assessment is not recommended. The objective of this study was to examine the relation between each of gender, feedback and students' perception of learning with performance in CA. Methods The target population of this study was the 4 th , 5 th and 6 th year students of the college of medicine, KKU. Non-probability convenience sampling was used aiming at 25%-30% of the total. A correlational design was adopted. A structured self-administered questionnaire was developed. This was based on four constructs: performance on CA: 3 items, feedback: 6 items, students' perception of learning: 12 items and gender. A 5-point Likert scale was used ranging from strongly agree to strongly disagree to the stated statements in the instrument. The questionnaire was validated before use. Pearson's correlation coefficient (r) was computed using SPSS. P value of <0.05 was considered signifcant. Results and discussion This is a cross sectional study. The total number of respondents was 128 with 58% of them males and 42% females. The computed r for the perception of learning with performance in CA was .741 and for feedback with performance in CA was .766. This clearly indicated a signifcant positive correlation between them. Gender had no signifcant correlation with performance in CA. Although profound evidence does exist on the positive effect of CA on academic performance and motivation of students, this effect seems to be dependent on how the assessment system is used. In one experimental study, it was found that CA had positive effect on students' academic performance, learning and satisfaction compared to summative assessment. On the other hand, when continuous assessment was done in form of frequent summative assessment, the positive effect was lost and in fact a negative effect was evident. Conclusion The respondents viewed their perception of learning and feedback strongly and positively correlated with their performance in CA, while gender had no signifcant correlation.

The Lancet, 2001

2012

© 2012 Peggy Y. Kim et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited.