Journal of Advances in Medical Education & Professionalism

Online formative assessments: exploring their educational value

KAVITHA NAGANDLA; SHARIFAH SULAIHA; SIVALINGAM NALLIAH

Volume 6, Issue 2 , April 2018, Pages 51-57

https://doi.org/10.30476/jamp.2018.41011

Abstract

Introduction: Online formative assessments (OFA’s) have beenincreasingly recognised in medical education as resources thatpromote self-directed learning. Formative assessments ... Read More Introduction: Online formative assessments (OFA’s) have beenincreasingly recognised in medical education as resources thatpromote self-directed learning. Formative assessments are usedto support the self-directed learning of students. Online formativeassessments have been identified to be less time consuming withautomated feedback. This pilot study aimed to determine whetherparticipation and performance in online formative assessments(OFA’s) had measurable effects on learning and evaluate thestudents’ experience of using the OFA’s in the department ofObstetrics and Gynaecology.Methods: This is a cross-sectional study conducted amongfourth year medical students (n=92) during their seven weekpostings in Obstetrics and Gynaecology. Five sets of onlineformative assessments in the format of one best answers (OBA),Objective structured practical examination (OSPE) and Shortanswer question (SAQ) with feedback were delivered over fiveweeks through the online portal. The mean scores of the endof posting summative exam (EOP) of those who participated inthe assessments (OFA users) and of those who did not (non-OFAusers) were compared, using Students t-test. The frequency oftool usage was analysed and satisfaction surveys were utilized atthe end of the course by survey questionnaire using the five pointLikert scale.Results: The mean scores of the students in end of postingsummative examination marks for students who had participatedin the online formative assessment (OFA users) and for those whohad not (non OFA users) showed no significant difference in allthe three components OBA, SAQ and OSPE (p=0.902, 0.633,0.248). Majority of the students perceived that OFAs fulfilled thestated aims and objectives and so they would persuade their peersto participate in the OFAs.Conclusions: Online formative assessments are perceived astools that promote self-directed learning, improved knowledgeand tailor learning for individual learning needs and style.Keywords: Assessments, Self-directed learning, Education

The educational effects of mobile learning on medical sciences students: A systematic review in experimental studies

HAMID REZA KOOHESTANI; SEYED KAMRAN SOLTANI ARABSHAHI; LADAN FATA; FAZLOLLAH AHMADI

Volume 6, Issue 2 , April 2018, Pages 58-69

https://doi.org/10.30476/jamp.2018.41013

Abstract

Introduction: The demand for mobile learning in the medicalsciences educational program is increasing. The present reviewstudy gathers evidence highlighted by the experimental studieson ... Read More

The effect of question generation activity on students’ learning and perception

ABDOLHUSSEIN SHAKURNIA; MARYAM ASLAMI; MAHDI BIJANZADEH

Volume 6, Issue 2 , April 2018, Pages 70-77

https://doi.org/10.30476/jamp.2018.41015

Abstract

Introduction: Student-generated questions can be a very helpfultool in medical education. The use of this activity can allow thestudents to feel more involved in the subjects covered ... Read More Introduction: Student-generated questions can be a very helpfultool in medical education. The use of this activity can allow thestudents to feel more involved in the subjects covered and mayimprove their knowledge and learning. The aim of this study wasto identify the effect of question-writing activity as a stimulusfactor on learning in midwifery students and determine theirperception about this activity.Methods: This quasi-experimental study with two groups ofpre- and post-tests was conducted on two groups of midwiferystudents who had taken the immunology course. Two classesof midwifery students (N=62) participated and were randomlyassigned to two different groups. One class was selected as theexperimental group (n=32) and the other class was consideredas the control group (n=30). The experimental group’s studentswere asked to write questions covering different topics of thesyllabus components taught during 15 weeks from February 2016to May 2016. They were asked to write, answer and explain theirmultiple-choice questions (MCQs). The students’ performance inimmunology course was compared between the two groups at theend of the semester. After their final exam, we asked them to fillin a questionnaire on their views about this activity. The data wereanalyzed by independent t- test using SPSS software, version 18.Results: The differences between pre- and post-test meanscores of the experimental and control groups were 24.53±5.74and 20.63±5.58, respectively. The results of independent t-testshowed that these differences in the two groups were significant(p=0.009). Nevertheless, most of the students stated that questionwritingactivity as a learning tool is an unfamiliar exercise andunpopular learning strategy.Conclusion: Results showed that question writing by students hasbeen found to promote learning when it is implemented as a partof the teaching curriculum in immunology course; therefore, thisactivity could be effective in improving the students’ learning.Keywords: Teaching, Learning, Classroom teaching, Student

Procedures on the newly deceased: An ethical and educational challenge

MAHBOOBEH SABER; SEYED ALI ENJOO; ALI MAHBOUDI; SEYED ZIAADIN TABEI

Volume 6, Issue 2 , April 2018, Pages 78-85

https://doi.org/10.30476/jamp.2018.41016

Abstract

Introduction: The newly deceased patients have long been usedin medical schools to teach clinical skills without any challengesas it helps to train skilled doctors. Nowadays, the use ... Read More Introduction: The newly deceased patients have long been usedin medical schools to teach clinical skills without any challengesas it helps to train skilled doctors. Nowadays, the use of moulagesand simulators are common in teaching clinical skills since thesetools provide the opportunity for frequent practice without anypain and injury. There are specific procedures which still requirethe use of cadavers. However, the increased significance ofpatient rights has generally challenged the practicality of usingthe deceased bodies for this purpose. This study was designedwith the aim of determining to what extent clinical skill trainingis dependent on the recently deceased patients.Methods: This was a cross-sectional mixed-method triangulationdesign conducted in two phases. In the first phase, a researcher-madequestionnaire was used to collect quantitative data of the medicalstudents and residents. The data were used to assess the frequencyof experience. In the second stage, semi-structured interviews wereconducted with faculty members and fellows in order to evaluatethe educational impact of this type of procedure and the influentialfactors. The quantitative data were analyzed using statisticalsoftware, and the qualitative codes were extracted following acontent analysis. Finally, a comparative analysis was performed.Results: Twenty five residents (26%) and seven medical students(14%) had the experience of performing procedures on therecently deceased patients for training purposes. About half ofthe residents and 33% of the medical students had observed theircolleagues practicing procedures on cadavers. In the qualitativephase, the main categories included professional ethics, law andeducational requirements.Conclusion: A relatively low number of medical students andresidents had experienced procedures on the newly deceasedpatients. In this regard, ethical, religious and legal concerns mighthave played a part despite the desire to learn. It would be effectiveto direct these educational experiences toward proceduresthat cannot be mastered through moulages and simulators, andto lay the legal and executive ground so that performing theseprocedures under the supervision of professors, and with a levelof documentation would have no legal challenges.Keywords: Cadaver, Learning, Clinical skills, Ethics

The effect of cardiac arrhythmias simulation software on the nurses’ learning and professional development

LEILA BAZRAFKAN; MEHDI HEMMATI

Volume 6, Issue 2 , April 2018, Pages 86-91

https://doi.org/10.30476/jamp.2018.41017

Abstract

Introduction: One of the important tasks of nurses in intensivecare unit is interpretation of ECG. The use of training simulator isa new paradigm in the age of computers. This study ... Read More

Letter to Editor

Strategies to curb young researchers from predatory publishers

THORAKKAL SHAMIM

Volume 6, Issue 2 , April 2018, Pages 92-93

https://doi.org/10.30476/jamp.2018.41012

Abstract

This letter addresses the current scenario ofpredatory publishers in the medical fieldand strategies to curb young researchers frompredatory publishing. Today, the increasingtrend and ... Read More This letter addresses the current scenario ofpredatory publishers in the medical fieldand strategies to curb young researchers frompredatory publishing. Today, the increasingtrend and magnitude of predatory publishershave proposed a big challenge to youngresearchers in the medical field (1). Predatorypublishers are publishers which publish paperswith questionable peer review, charge enormouspublication fees with unknown location ofthe real controlling entity (2). Jeffry Beall hasupdated the lists of predatory publications morerecently (3). Predatory publishers are publishingbogus research which are harmful to the patientand the public and cause threat to the integrity ofscientific research (4). It was evident from a recentstudy from India that predatory publications mayhave several publication houses with differentnames under a single roof to trap authors fromdifferent geographic locations (5). People with noresearch interest, persons with intention of quickpublication for promotion, innocent researchersunaware of predatory unscientific practice areoften victims to predatory publishers (6). Morerecently, World Association of Medical Editorshas conveyed information about the role ofDirectory of open access journals (DOAJ).Beall’s list of predatory publications and thinkcheck submit criteria in distinguishing predatoryfrom legitimate publications were appreciatedthroughout the globe (7). The young researchersshould keep the above attributes related topredatory publishers in mind.The following strategies (individual- wise andcommunity- wise) should be implemented to curbyoung researchers from predatory publishing.If the researcher had got invitation to submitan article from a predatory publisher as email,he/she should follow Beall’s list of predatorypublications, think check submit criteria andDirectory of open access journals (DOAJ) andPubMed indexation to authenticate the publisher.World Association of Medical Editors shouldinitiate continuing medical education programsand workshops regarding predatory publishersthroughout the globe through regional bodiessuch as Indian Association of Medical JournalEditors (India), Pakistan Association of MedicalEditors (Pakistan) and Iranian Society of MedicalEditors (Iran). The members of the above-saidassociations should conduct workshops andcontinuing medical education programs inregional areas to encourage ethical publishingin future. It will be more interesting if WorldAssociation of Medical Editors has come up withpredatory publishers, detecting software installedin Medical Universities similar to plagiarismdetection software to halt the flourishing ofpredatory publishers.

Letter to Editor

Comparing Kirkpatrick’s original and new model with CIPP evaluation model

ROGHAYEH GANDOMKAR

Volume 6, Issue 2 , April 2018, Pages 94-95

https://doi.org/10.30476/jamp.2018.41014

Abstract

In a young field like educational programevaluation, it is inevitable that conceptualframeworks such as Kirkpatrick model arerevised with time and with greater knowledge.The New World ... Read More In a young field like educational programevaluation, it is inevitable that conceptualframeworks such as Kirkpatrick model arerevised with time and with greater knowledge.The New World Kirkpatrick Model (NWKM)is the new version of Kirkpatrick model whichis more welcome to context and process, andhence probably much closer to the context–input–process–product (CIPP) model (1). The aimof this paper is to explore the similarities anddifferences between three well-known evaluationmodels including the original and new versionsof Kirkpatrick model and CIPP model.The original version of Kirkpatrick model is anoutcome-focused model evaluating the outcomesof an educational program, for instance, in the fieldof medical education, in four levels of reaction,learning, transfer and impact, respectively (2). Themodel is rooted in reductionist approach suggestingthat the educational program success or lack ofsuccess can be explained simply by reducing theprogram into its elements and examining them (i.e.its outcomes) (3). Yet, Kirkpatrick’s original modelfails to provide the evaluators with an insightinto the underlying mechanisms that inhibit orfacilitate the achievement of program outcomes(4). In response to this shortcoming, the newversion of Kirkpatrick model added new elementsto recognize the complexities of the educationalprogram context (5).The most highlighted changes have beenoccurred at Level 3 to include processes thatenable or hinder the application of learnedknowledge or skills. The required drivers thatreinforce, monitor, encourage, and rewardlearners to apply what is learned during training,on the job learning that happens outside theformal program and Learners’ motivation andcommitment to improve their performance on thejob are interfering factors that may influence thegiven outcomes at level 3. Learners’ confidenceand commitment, and learners’ engagement andsubject relevance ware added to Level 2 and level1, respectively, to broaden the scope of evaluationat these two levels (5).Although the NWKM appears to betterembrace the complexity of educational programs,some investigators may declare that it would besimilar to CIPP evaluation model. I suppose thatthere are some fundamental differences betweenthem. The CIPP model stems from the complexitytheory that takes into account the educationalprogram as an open system with emergentdynamical interactions among its componentparts and the surrounding environment. As aresult, CIPP pays explicit and implicit attentionto the program context by considering contextevaluation as a separate component of fourcomplementary sets of evaluation studies, aswell as identifying the contextual factors inother components of the model by employinga variety of qualitative methods (6). On theother hand, the NWKM is limited to measuringsome confounding factors such as learnercharacteristics or organizational factors onprogram outcome achievement (1).Kirkpatrick, like many traditional programevaluation models, focuses on proving something(i.e. outcome achievement) about a program. Thus,it is usually conducted at the end of the program.CIPP, on the other hand, acknowledges programimprovement, so providing useful informationfor decision makers during all phases of programdevelopment even when the program is still beingdeveloped (7). The NWKM has broadened thescope of traditional model by adding someprocess measures enabling evaluators to interpretthe outcome evaluation results, but with the aimof proving an educational program.Overall, notwithstanding some improvement,NWKM has still some theoretical differenceswith the CIPP model resulting in variedmethodological and practical preferences.However, it is not unexpected to witness moreconvergence around these evaluation models withgreater knowledge and experience in the future.

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Volume & Issue: Volume 6, Issue 2, April 2018 (27)

Online formative assessments: exploring their educational value

Abstract

The educational effects of mobile learning on medical sciences students: A systematic review in experimental studies

Abstract

The effect of question generation activity on students’ learning and perception

Abstract

Procedures on the newly deceased: An ethical and educational challenge

Abstract

The effect of cardiac arrhythmias simulation software on the nurses’ learning and professional development

Abstract

Strategies to curb young researchers from predatory publishers

Abstract

Comparing Kirkpatrick’s original and new model with CIPP evaluation model

Abstract