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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.
Summary
Physician assistant students found the "Muddiest Point" formative assessment effective. They perceived it as beneficial for learning and desired its wider use in other courses.
Area of Science:
- Medical Education
- Health Professions Education
Background:
- Formative assessment techniques are crucial for student learning in clinical settings.
- The
- Muddiest Point
- is a simple yet effective classroom assessment technique (CAT).
Purpose of the Study:
- To evaluate physician assistant (PA) students' perceptions of the
- Muddiest Point
- as a formative CAT.
- To assess the utility of this technique in a clinical skills laboratory course.
Main Methods:
- A perception survey was administered to PA students at a private university.
- The survey was conducted at the conclusion of the clinical skills laboratory course.
Main Results:
- Students reported positive overall perceptions of the
- Muddiest Point
- technique.
- A significant desire was expressed for the broader implementation of this CAT in other courses.
Conclusions:
- The
- Muddiest Point
- is an easily implementable CAT with perceived benefits for PA students.
- This method effectively gauges student learning and promotes active participation in education.