Utilising assessment as a drive for changing teaching
Notice bibliographique
Résumé
The release in 2001 of the National Curricula Guidelines by the Ministry of Education of Brazil prompted medical colleges to increase student training in clinical skills as well as learning of cognitive content. At our institution, new strategies for student learning and assessment are being introduced in order to conform to the new guidelines. As faculty staff and clinical teachers are usually resistant to changes in teaching, but sensitive to assessment issues, we decided to implement an objective structured clinical examination (OSCE) in the pneumology module as a strategy through which to adapt curriculum and teaching methods to the new guidelines. The OSCE planning, which demanded the definition of the skills to be assessed, was aligned to the revision of educational objectives. This led to the redefinition of teaching methods and to the development of new instructional materials. Complementary actions involved informing the institution, establishing the team and retraining the instructors (n = 10) for both assessment and teaching. The strategy was completed with the implementation of structured examinations for two classes (n = 36 and n = 37 students). Each test comprised six stations (three with simulated patients [SPs]) covering the most relevant clinical skills. After the examination students were given feedback on their performances, which had been recorded on video. Analysis of overall examination results led to the identification and subsequent correction of teaching deficiencies in the module. At the end of the module, after the examination, students completed structured questionnaires evaluating both the module and the OSCE. The examination was also evaluated by instructors and SPs. The reshaped module was considered to be good or excellent by 57% of the students in terms of its achievement of the teaching goals. The OSCE was considered to be an appropriate assessment method by 79% of students; 88% felt that the content and tasks addressed in the assessment were aligned with the material that had been taught. The instructors regarded the examination as feasible and appropriate in terms of the planning, location and resources used. The SPs found that the training was easy and, although they complained about the repetition of exhaustive work, expressed the belief that they had contributed to student learning. We concluded that the introduction of OSCEs in the pneumology module of the medical curriculum at our institution is feasible and effective as a tool for skills assessment and that it can be seen as positive by students, instructors and SPs. The strategy of examination implementation was important because it allowed us to review both content and teaching methods and to train teachers in assessment. Maintenance of this project may enable us to continue a more accurate evaluation of its influence on student performance of clinical skills in pneumology and to extend this approach to other modules in the medical course. Notwithstanding the limitations of our work, this initiative indicates that curriculum and teaching methods can be effectively improved by using modifications in assessment as a driving force.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,043 | 0,091 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,004 | 0,002 |
| Études des sciences et des technologies | 0,003 | 0,011 |
| Communication savante | 0,012 | 0,008 |
| Science ouverte | 0,003 | 0,013 |
| Intégrité de la recherche | 0,002 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».