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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Published on: September 27, 2020

Pass-fail grading: laying the foundation for self-regulated learning.

Casey B White1, Joseph C Fantone

  • 1University of Michigan Medical School, Ann Arbor, 48109, USA. bcwhite@umich.edu

Advances in Health Sciences Education : Theory and Practice
|December 17, 2009
PubMed
Summary
This summary is machine-generated.

Switching medical school grading to pass-fail may hinder some course performance but fosters lifelong learning. This change reduces competition and supports collaboration, crucial for self-regulated medical education.

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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Last Updated: Jun 17, 2026

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Published on: September 27, 2020

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

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Published on: June 21, 2010

Area of Science:

  • Medical Education
  • Learning Sciences
  • Academic Assessment

Background:

  • Medical schools traditionally assume graduates self-educate effectively post-graduation.
  • Many graduates feel unprepared for independent learning.
  • Medical schools are shifting towards fostering self-regulated learning.

Purpose of the Study:

  • To evaluate the impact of pass-fail grading versus discriminating grading on second-year medical students.
  • To compare internal and external assessments under different grading systems.

Main Methods:

  • Comparative analysis of second-year medical student assessments.
  • Evaluation of students from a cohort with discriminating grades (Honors, High Pass, Pass, Fail).
  • Evaluation of students from a cohort with a pass-fail grading system.

Main Results:

  • No statistically significant differences in MCATs, GPAs, USMLE Step 1 scores, or residency placement.
  • Statistically significant decreases in performance observed in two specific second-year courses under pass-fail grading.
  • Significant performance improvement noted in one other course with pass-fail grading.

Conclusions:

  • Pass-fail grading can promote equity for diverse academic backgrounds and reduce student competition.
  • This grading system can foster collaboration and intrinsic motivation essential for lifelong learning in medicine.
  • While some academic performance metrics may be affected, pass-fail grading supports key educational outcomes for self-regulated learning.