Structured Self-Assessment Exercises as a Substitute for Small-Group Tutorial Teaching in Diagnostic Imaging Student Preferences and Effects on Examination Performance
Notice bibliographique
Résumé
ABSTRACT Research into chiropractic and medical education supports the concept of teaching in a problem-solving approach, simulating the realities of clinical practice. Along with this approach, small-group tutorials have more commonly become the method of delivery of course material, focusing on the learner rather than the teacher. However, offering frequent small-group tutorial sessions is very labor intensive for faculty. The purpose of this study was to determine whether or not structured self-assessment exercises could substitute for some small-group tutorial time without jeopardizing the quality of the students’ education. At the end of the 1999–2000 academic year, a short questionnaire was administered to all 4th-year students to assess their attitudes and opinions about the value of each of the teaching/learning approaches utilized in radiology using a 5-point Likert scale. Final examination marks were compared to the previous cohort of students to determine changes in performance/radiological ability. The examination marks from the 4th-year cohort were compared to their own radiological examination marks from the previous year. The results indicate that students strongly prefer the small-group face-to-face tutorials with the faculty members but rated the self-assessment exercises as ‘‘above average’’ in usefulness. The interactive lecture was also rated as ‘‘very useful.’’ There was no meaningful or significant change in the final examination performances between the current 4th-year cohort and the previous group of students. For the first time in 10 years, no student failed the final film reading examination. It was concluded that the structured self-assessment exercises can serve as a very valuable learning tool and significantly reduce tutor contact time in an overburdened time-table but do not have a negative impact on students’ diagnostic abilities. A combination of small-group tutorials and structured self-assessment exercises is the preferred approach, balancing the wishes of the students with the needs of the faculty as well as providing a varied educational learning experience. (The Journal of Chiropractic Education 15(2): 61–68, 2001)
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
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 tête enseignante, 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 ».