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Evaluating the marginal student: a workshop for clinical faculty

S Verma1, M Paterson

  • 1Department of Family Medicine, Faculty of Health Sciences, Queen's University, Kingston, Ontario, Canada. sv3@post.queensu.ca

Journal of Allied Health
|October 24, 1998
PubMed
Summary
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This workshop helps health sciences faculty identify borderline students. Evaluation showed participants found it beneficial and recommended its continuation for improving student assessment.

Area of Science:

  • Health Sciences Education
  • Medical Education
  • Faculty Development

Background:

  • Identifying marginal or borderline students presents challenges for faculty.
  • Accurate student evaluation is crucial in health sciences programs.
  • Interdisciplinary faculty share concerns regarding student assessment difficulties.

Purpose of the Study:

  • To outline a workshop curriculum aimed at assisting faculty in identifying difficult-to-evaluate students.
  • To evaluate the effectiveness and applicability of the developed workshop curriculum.

Main Methods:

  • A workshop curriculum was designed and tested in three distinct settings over 15 months.
  • Case scenarios reflecting faculty concerns were used to illustrate complex issues.
  • Post-workshop questionnaires were administered to gather participant feedback.

Related Experiment Videos

Main Results:

  • The workshop curriculum was tested across multiple contexts, demonstrating its adaptability.
  • Case scenarios effectively highlighted the complexities of student evaluation.
  • Participant feedback indicated significant benefits derived from the workshop.

Conclusions:

  • The workshop is effective in assisting health sciences faculty with student identification and evaluation.
  • Participants recommended the continuation of the workshop due to its perceived value.
  • The curriculum addresses key challenges faced by interdisciplinary health sciences faculty.