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| Title : | Correlation between Different PBL Assessment Components and the Final Mark for MB ChB III at a Rural South African University | | Authors: | Garcia-Jardon; M. E.Blanco-Blanco; E. V.Bhat; V. G.Vasaikar; S. D.Kwizera; E. N.Stepien; A. | | Publisher: | Cape Town; Health et Medical Publishing Group | | Publication Date: | 2009 | | Series: | African Journal of Health Professions Education No. 1(1); 11-14; fig.; tab. | | Uniform Titles: |
African Journal of Health Professions Education
| | Layout: | Journal Article | | ISSN (or other code): | 2078-5127 | | Languages : | English | | Keywords: | Problem-Based LearningTeaching methodsExamination QuestionsUniversities Problem-Based LearningTeaching methodsExamination QuestionsUniversities | | Abstract: | Problem-based learning (PBL) is now an accepted component of many medical school programmes worldwide. Our university also follows the PBL `SPICES' model for MB ChB III. The assessment modalities used are the modified essay questions (MEQ); objective structured practical examination (OSPE); individualised process assessment (IPA) and tutorial continuous assessment (TUT). This study was done to compare the students' performances in individual assessment components with the final mark to determine the correlation between these parameters. Materials and methods. The study was retrospective; descriptive and analytical; based on the integrated marks of all the MB ChB III students at Walter Sisulu University (WSU) in 2007. Assessment marks were stratified according to blocks and different types of assessment (MEQ; TUT; OSPE; IPA). Regression analysis was used to compute and scrutinise these vis-a-vis their correspondence with the final marks for each block.Results. Three hundred and seventy-nine block assessment marks of 96 students from 4 blocks of MB ChB III were analysed and the correlation between the assessment components and final mark were compared. Regression analysis showed good correlation when analysing the assessment modality versus the final mark for the MEQs (r=0.93; 0.93; 0.94; 0.96); followed by OSPEs (r=0.71; 0.70; 0.76; 0.77) and IPAs (r=0.62; 0.51; 0.68; 0.77). However; correlation was not significant with the TUT. Conclusion. There was good correlation between the students' performance in the majority of assessment modalities and the final mark in the different blocks of the MB ChB III examination. There may be a need to make tutorial assessment methods more objective; partly by additional tutor training. |
Correlation between Different PBL Assessment Components and the Final Mark for MB ChB III at a Rural South African University [] / Garcia-Jardon; M. E.Blanco-Blanco; E. V.Bhat; V. G.Vasaikar; S. D.Kwizera; E. N.Stepien; A. . - [S.l.] : Cape Town; Health et Medical Publishing Group, 2009 . - : Journal Article. - ( African Journal of Health Professions Education; 1(1); 11-14; fig.; tab.) . ISSN : 2078-5127 Work : African Journal of Health Professions EducationLanguages : English | Keywords: | Problem-Based LearningTeaching methodsExamination QuestionsUniversities Problem-Based LearningTeaching methodsExamination QuestionsUniversities | | Abstract: | Problem-based learning (PBL) is now an accepted component of many medical school programmes worldwide. Our university also follows the PBL `SPICES' model for MB ChB III. The assessment modalities used are the modified essay questions (MEQ); objective structured practical examination (OSPE); individualised process assessment (IPA) and tutorial continuous assessment (TUT). This study was done to compare the students' performances in individual assessment components with the final mark to determine the correlation between these parameters. Materials and methods. The study was retrospective; descriptive and analytical; based on the integrated marks of all the MB ChB III students at Walter Sisulu University (WSU) in 2007. Assessment marks were stratified according to blocks and different types of assessment (MEQ; TUT; OSPE; IPA). Regression analysis was used to compute and scrutinise these vis-a-vis their correspondence with the final marks for each block.Results. Three hundred and seventy-nine block assessment marks of 96 students from 4 blocks of MB ChB III were analysed and the correlation between the assessment components and final mark were compared. Regression analysis showed good correlation when analysing the assessment modality versus the final mark for the MEQs (r=0.93; 0.93; 0.94; 0.96); followed by OSPEs (r=0.71; 0.70; 0.76; 0.77) and IPAs (r=0.62; 0.51; 0.68; 0.77). However; correlation was not significant with the TUT. Conclusion. There was good correlation between the students' performance in the majority of assessment modalities and the final mark in the different blocks of the MB ChB III examination. There may be a need to make tutorial assessment methods more objective; partly by additional tutor training. |
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http://www.ajhpe.org.za/index.php/ajhpe/article/view/36/5.pdfURL | | |
| Title : | Moving beyond Description: Research that Helps Improve Teaching and Learning | | Authors: | Wendy; McMillan | | Publisher: | Cape Town ; Health et Medical Publishing Group | | Publication Date: | 2010 | | Series: | African Journal of Health Professions Education No. 1(2); 3-7 | | Uniform Titles: |
African Journal of Health Professions Education
| | Layout: | Journal Article | | ISSN (or other code): | 2078-5127 | | Languages : | English | | Keywords: | Health OccupationsQualitative ResearchModels TheoreticalStudents Health OccupationsQualitative ResearchModels TheoreticalStudents | | Abstract: | This paper is premised on the assumption that education research; in order to be relevant; needs to generate explanations that have educational significance and applicability. It argues that much of the health sciences education research show cased at conferences falls short of generating explanations that have practical applicability because the reported studies do not move beyond description. The paper suggests ways in which health professions educators might move beyond description in order to generate explanations of teaching and learning that can be used to inform `best practice' in education. The paper commences with a discussion of the role of theory in education research. Three forms of theory are identified personal theoretical assumptions; theory from literature; and generation of theory from research. The paper highlights the limitations of rearch without theory and the role that theory might play in generating understandings of teaching and learning. Practical ways to ensure theoretical rigor in education research are suggested. |
Moving beyond Description: Research that Helps Improve Teaching and Learning [] / Wendy; McMillan . - [S.l.] : Cape Town ; Health et Medical Publishing Group, 2010 . - : Journal Article. - ( African Journal of Health Professions Education; 1(2); 3-7) . ISSN : 2078-5127 Work : African Journal of Health Professions EducationLanguages : English | Keywords: | Health OccupationsQualitative ResearchModels TheoreticalStudents Health OccupationsQualitative ResearchModels TheoreticalStudents | | Abstract: | This paper is premised on the assumption that education research; in order to be relevant; needs to generate explanations that have educational significance and applicability. It argues that much of the health sciences education research show cased at conferences falls short of generating explanations that have practical applicability because the reported studies do not move beyond description. The paper suggests ways in which health professions educators might move beyond description in order to generate explanations of teaching and learning that can be used to inform `best practice' in education. The paper commences with a discussion of the role of theory in education research. Three forms of theory are identified personal theoretical assumptions; theory from literature; and generation of theory from research. The paper highlights the limitations of rearch without theory and the role that theory might play in generating understandings of teaching and learning. Practical ways to ensure theoretical rigor in education research are suggested. |
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http://www.ajhpe.org.za/index.php/ajhpe/article/viewFile/65/17URL | | |
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http://www.ajhpe.org.za/index.php/ajhpe/article/viewFile/66/16URL | | |
| Title : | Using Portfolios to Assess Professional Competence and Development in Medical Laboratory Sciences | | Authors: | Chinyere Ezeala; ChristianOkwudili Ezeala; MercyDafiewhare; Ephraim O. | | Publisher: | Cape Town; Health et Medical Publishing Group | | Publication Date: | 2010 | | Series: | African Journal of Health Professions Education No. 1(2); 15-16; tab. | | Uniform Titles: |
African Journal of Health Professions Education
| | Layout: | Journal Article | | ISSN (or other code): | 2078-5127 | | Languages : | English | | Keywords: | Health Occupations educationProfessional CompetenceLaboratory Proficiency Testing Health Occupations educationProfessional CompetenceLaboratory Proficiency Testing | | Abstract: | Background:Portfolios have been recommended for the assessment of professional development. To stimulate engagement and assess professional development during laboratory training; portfolio assessment was proposed for the final year BMLS and DMLT programmes in Kampala International University. Work Done The students undergoing clinical laboratory training in teaching hospitals; and engaged in routine laboratory services under supervision of qualified Medical Laboratory Scientists; composed a portfolio detailing their daily experiences; work done; and lessons learned. Their supervisors and facilitators provided daily feedback and endorsed their entries. The portfolios were examined at the end of training by faculty staff and external examiner through oral presentation and interviews. Rating rubric considered quality of presentation; portfolio content; demonstration of progressive development; and ability to make professional judgment. Students' and assessors' acceptance of this instrument was determined with questionnaire. Results 72of the students and assessors accepted the method. Many students reported that it improved commitment to training; encouraged reflection; and allowed for frequent feedback. Many believed that it was a rational assessment; but it was time consuming. 88of the participants would welcome it as a supplement to the standard tests.Conclusions:The portfolio assessment was well accepted; rational; and provided a valid assessment of student engagement and progression during professional training.Take Home Message The inclusion of portfolio assessment in Medical Laboratory Sciences Education provided valid assessment of students' engagement in training and professional development over time. |
Using Portfolios to Assess Professional Competence and Development in Medical Laboratory Sciences [] / Chinyere Ezeala; ChristianOkwudili Ezeala; MercyDafiewhare; Ephraim O. . - [S.l.] : Cape Town; Health et Medical Publishing Group, 2010 . - : Journal Article. - ( African Journal of Health Professions Education; 1(2); 15-16; tab.) . ISSN : 2078-5127 Work : African Journal of Health Professions EducationLanguages : English | Keywords: | Health Occupations educationProfessional CompetenceLaboratory Proficiency Testing Health Occupations educationProfessional CompetenceLaboratory Proficiency Testing | | Abstract: | Background:Portfolios have been recommended for the assessment of professional development. To stimulate engagement and assess professional development during laboratory training; portfolio assessment was proposed for the final year BMLS and DMLT programmes in Kampala International University. Work Done The students undergoing clinical laboratory training in teaching hospitals; and engaged in routine laboratory services under supervision of qualified Medical Laboratory Scientists; composed a portfolio detailing their daily experiences; work done; and lessons learned. Their supervisors and facilitators provided daily feedback and endorsed their entries. The portfolios were examined at the end of training by faculty staff and external examiner through oral presentation and interviews. Rating rubric considered quality of presentation; portfolio content; demonstration of progressive development; and ability to make professional judgment. Students' and assessors' acceptance of this instrument was determined with questionnaire. Results 72of the students and assessors accepted the method. Many students reported that it improved commitment to training; encouraged reflection; and allowed for frequent feedback. Many believed that it was a rational assessment; but it was time consuming. 88of the participants would welcome it as a supplement to the standard tests.Conclusions:The portfolio assessment was well accepted; rational; and provided a valid assessment of student engagement and progression during professional training.Take Home Message The inclusion of portfolio assessment in Medical Laboratory Sciences Education provided valid assessment of students' engagement in training and professional development over time. |
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http://www.ajhpe.org.za/index.php/ajhpe/article/viewFile/44/18URL | | |
| Title : | Is temperament a Key to the Success of Teaching Innovation? | | Authors: | Blitz; JuliaVan Rooyen; MarietjieCameron; DavidPickworth; GlynisDu Toit; Pieter | | Publisher: | Cape Town; Health et Medical Publishing Group | | Publication Date: | 2010 | | Series: | African Journal of Health Professions Education No. 1(2); 17-20; tab. | | Uniform Titles: |
African Journal of Health Professions Education
| | Layout: | Journal Article | | ISSN (or other code): | ISSN:2078-5127 | | Languages : | English | | Keywords: | TemperamentTeaching methodsStudents TemperamentTeaching methodsStudents | | Abstract: | Introduction A section of the undergraduate curriculum was revised due to consistently poor student evaluation. The chosen didactic method for achieving this change was reciprocal peer teaching. This innovation may have required academic members of staff to adapt to a new teaching style.Method. Staff members determined their Keirsey temperament and were given a report on its interpretation. They participated in training on student-focused teaching techniques and completed the Approaches to Teaching Inventory (ATI) of their preferred approach to teaching. Their subsequent sessions with students were videotaped and analysed for features of student-focused; as opposed to teacher-focused; teaching.Results. There was a link between temperament type and apparent delivery of student-focused teaching. Staff members' perceptions of their approach to teaching did not correspond to their actual teaching behaviour.Discussion.Staff development strategies could take into account individual temperaments in order to direct their professional development for the full spectrum of flexible teaching skills. Alternatively; teaching teams should be created in a way that takes account of different temperament types.Conclusion. Temperament does play a key role in adaptation to innovation. |
Is temperament a Key to the Success of Teaching Innovation? [] / Blitz; JuliaVan Rooyen; MarietjieCameron; DavidPickworth; GlynisDu Toit; Pieter . - [S.l.] : Cape Town; Health et Medical Publishing Group, 2010 . - : Journal Article. - ( African Journal of Health Professions Education; 1(2); 17-20; tab.) . ISSN : ISSN:2078-5127 Work : African Journal of Health Professions EducationLanguages : English | Keywords: | TemperamentTeaching methodsStudents TemperamentTeaching methodsStudents | | Abstract: | Introduction A section of the undergraduate curriculum was revised due to consistently poor student evaluation. The chosen didactic method for achieving this change was reciprocal peer teaching. This innovation may have required academic members of staff to adapt to a new teaching style.Method. Staff members determined their Keirsey temperament and were given a report on its interpretation. They participated in training on student-focused teaching techniques and completed the Approaches to Teaching Inventory (ATI) of their preferred approach to teaching. Their subsequent sessions with students were videotaped and analysed for features of student-focused; as opposed to teacher-focused; teaching.Results. There was a link between temperament type and apparent delivery of student-focused teaching. Staff members' perceptions of their approach to teaching did not correspond to their actual teaching behaviour.Discussion.Staff development strategies could take into account individual temperaments in order to direct their professional development for the full spectrum of flexible teaching skills. Alternatively; teaching teams should be created in a way that takes account of different temperament types.Conclusion. Temperament does play a key role in adaptation to innovation. |
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http://www.ajhpe.org.za/index.php/ajhpe/article/viewFile/43/19URL | | |
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