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Related Concept Videos

Surveys02:16

Surveys

Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Communication01:28

Communication

Sharing information, concepts, and emotions to foster mutual understanding is communication. The sender, recipient, and transaction must be considered in this manner. The sender is the person who shares the message, the recipient is the person who receives and understands the message, and the transaction is the method used to deliver the message and the variables that affect the communication's context and surroundings. The nurse-client connection is built on therapeutic communication.
Within...
Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
Metacognition01:26

Metacognition

Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
Nursing Evaluation01:15

Nursing Evaluation

The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
Section...

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Web-based feedback after summative assessment: how do students engage?

Christopher J Harrison1, Karen D Könings, Adrian Molyneux

  • 1School of Medicine, Keele University, Keele, UK. c.j.harrison@keele.ac.uk

Medical Education
|June 11, 2013
PubMed
Summary
This summary is machine-generated.

Students engage differently with summative assessment feedback. Higher performers use it for affirmation, while those needing it most engage minimally, highlighting a need for improved feedback design.

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Area of Science:

  • Medical Education
  • Educational Technology
  • Assessment and Evaluation

Background:

  • Effective delivery of summative assessment feedback is under-researched.
  • Understanding student engagement with feedback is crucial for improving learning outcomes.

Purpose of the Study:

  • To investigate how students engage with summative assessment feedback.
  • To explore the influence of learning characteristics and performance on feedback utilization.

Main Methods:

  • Developed a website to deliver Objective Structured Clinical Examination (OSCE) feedback in varied formats.
  • Administered questionnaires on learning characteristics and analyzed website usage patterns.
  • Employed latent class analysis to identify student profiles and ANOVA to assess group differences.

Main Results:

  • 132 students (95.7%) accessed the feedback website, with engagement varying from comprehensive to minimal.
  • Comprehensive users valued feedback more, while minimal users showed higher extrinsic motivation.
  • Higher-performing students viewed more comparative feedback pages; those who just passed used feedback least.

Conclusions:

  • Higher-performing students utilize feedback for affirmation, not solely for diagnostic improvement.
  • Students with the greatest need for feedback engagement demonstrate the least usage.
  • Feedback design must be optimized to actively engage students requiring the most support.