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Physician Assistant Student Perceptions of "Muddiest Point" Classroom Assessment Technique Implementation
Mallory M Aycock1, Martha L Sikes, Gregg A Stevens
1Mallory M. Aycock, MPA, PA-C, is a clinical assistant professor at the Mercer University Physician Assistant Program, Atlanta, Georgia. Martha L. Sikes, MS, RPh, PA-C, is an adjunct professor at the Mercer University Physician Assistant Program, Atlanta, Georgia. Gregg A. Stevens, MSLS, MST, AHIP, is the health sciences librarian at Stony Brook University, Stony Brook, New York.
Purpose:
To assess student perceptions of the use of the "Muddiest Point" as a type of formative classroom assessment technique (CAT) in a clinical skills laboratory course.
Methods:
Physician assistant (PA) students enrolled in a private university were invited to complete a perception survey regarding the use of the Muddiest Point at the conclusion of the course.
Results:
Survey results showed positive overall student perceptions of the Muddiest Point and desire for broader use of this CAT in other courses.
Conclusions:
The Muddiest Point is a CAT that is simple for the instructor to implement and showed overall perceived benefit to the PA student. The Muddiest Point is an effective method to gauge student learning and allows students to be active participants in their education.