Web Assisted Assessment of Professional Behaviour
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Presentation given by Dr Christopher Stokes to the Dental Education Journal Club on 16 July 2013. Discussion of the following paper: Van Mook, W. N. K. a, Muijtjens, A. M. M., Gorter, S. L., Zwaveling, J. H., Schuwirth, L. W., & Van der Vleuten, C. P. M. (2012). Web-assisted assessment of professional behaviour in problem-based learning: more feedback, yet no qualitative improvement? Advances in health sciences education : theory and practice, 17(1), 81–93. doi:10.1007/s10459-011-9297-0
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This document summarizes a systematic review that analyzed 104 studies on the effectiveness of case-based learning (CBL) in health professional education. The review found CBL is widely used in medical education and students generally enjoy it and feel it enhances learning. However, the empirical evidence is inconclusive as to whether CBL improves learning outcomes compared to other methods. CBL appears to foster small group learning, but it is unclear if this is due to the delivery method or group work itself. Overall, the review could not determine if CBL is definitively more effective than other approaches.
Group1 Assessment
This document provides an overview of assessment, grading, and reporting. It discusses different forms of assessment including formative and summative assessment. It notes that assessment systems differ around the world, with some countries relying more on national tests while others emphasize formative assessment conducted by teachers. The document also discusses student portfolios, authentic assessment, and challenges with high-stakes standardized testing. Record-keeping, communicating results to parents, and integrating technology into assessment are also summarized. Overall, the document surveys a variety of topics related to assessment practices.
Quis custodiet ipsos custodes? - Enhancement of Supervision and Examination P...
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In general, supervisors and examiners are reluctant on having their performance evaluated, however, if they are to enhance their practice, a systematic approach needs to be used where they can obtain knowledge about their strengths and weaknesses which would allow them to take informed decisions on how to improve their practice.
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Monitoring and Managing Anomaly Detection on OpenShift.pdf
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Overview
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Key Topics Covered
1. Introduction to Anomaly Detection
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4. Deployment Using ArgoCD for Edge Devices
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Web Assisted Assessment of Professional Behaviour
- 1. Christopher Stokes Dental Education Journal Club July '13
- 2. Briefly... • 2 research goals: • Quality and quantity of reflection of professional behaviour in a web-based portfolio vs. 'classic' paper-based • Feasibility, flexibility and acceptability of each approach
- 3. Background • Professionalism increasingly central in UG and PG training • Self-assessment and direct observation of professionalism are the current norm (e.g. Singer et al 1996, van de Vleuten and Schuwirth, 1995) • Poor validity of self-assessment (Eva and Regehr, 2005) • Peer assessment could be used?
- 4. Assumption... • "Medical students usually know which of their classmates they would trust to treat their family members" (Dannefer et al, 2005) • Intrinsic potential of peer assessment
- 5. Methodology • The study involved all 2nd year medical students enrolled in a ten-week course (n=307, 198/109 m/f)Each tutorial group consists of ten students on average and a tutor/facilitator, and each meeting lasts 2 hours. • For the purpose of this study, the students were divided into two groups (effectively randomly) • The rst group used a web-based instrument to assess professionalfi behaviour • The other group used the 'classic' method with a paper assessment form. • Questionnaire at end of study
- 7. The web-based system • Used same questions as 'classic' method • Email-link led (click to complete) • Completed twice • Students invited 5 random peer reviews + tutor (paper not clear on allocation method) • Student received printable reports
- 8. Analysis • Blind analysis • Commonly used feedback rules used to score each statement (Pendleton and Scho eldfi 1984; Branch and Paranjape 2002)
- 10. Results summary • + Amount of feedback in all categories for web-based group • No difference in feedback scores between the systems • - Interpersonal contact for web-based system, and more time consuming
- 13. Discussion • The study reveals that the number of comments was signi cantly higher in the web-based group compared with thefi paper-based group. The quality of the feedback, however, did not parallel the quantitative increase. • When considering the aggregated scores on the ve feedbackfi criteria no differences in quality of feedback was found between the groups • Nevertheless, the feedback provided by the web-based group showed poorer quality in relation to several feedback criteria (e.g. was unrelated to the observed behaviour; data not shown) - Ctrl+V? • However, the statistical signi cance revealed by thesefi individual analyses is questionable. No gender bias reported?