如果我们评估,他们会学到什么吗? 学生对学习评估复杂性的观点
Valérie Dory1,2,3, Maryam Wagner4, Richard Cruess4
1Department of General Practice, Faculty of Medicine, Université de Liège, Liège, Belgium.
Canadian medical education journal
|September 18, 2023
概括
在医学教育中实施强制性评估学习系统的结果不一. 虽然一些方面吸引了学生,但整体参与不足以最大限度地提高学习效益,突出了干预设计的挑战.
科学领域:
- 医学教育 医学教育
- 评估设计 评估设计
- 学习科学 学习科学
背景情况:
- 评估可以增强学习,但设计有效的学习评估干预措施是困难的.
- 在本科医学教育中实施了结合基于工作场所的评估和进度测试的强制性系统.
研究的目的:
- 评估一个新的学习评估系统对医学学生学习的影响.
- 探索学生参与机制和评估系统中的影响因素.
主要方法:
- 与第三年和第四年的医学学生进行了半结构化采访.
- 以理论为基础的专题分析应用于采访数据,以了解对学习的影响.
主要成果:
- 学生的参与度有所不同,一些评估组件需要比其他组件更多的努力.
- 系统的可信度及其成本/效益的感知影响了参与度.
- 学生的目标,比如成为一名优秀的医生,塑造了他们对信誉的看法.
结论:
- 实施的评估系统没有充分吸引学生,限制了其潜在的好处.
- 评估设计人员应专注于易于控制的机制和文化转变,以提高参与度.
- 解决固有的缺陷和外部因素对于成功的学习评估干预至关重要.
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