Christina St-Onge

Biographic Data

ID9646818
NAMEChristina St-Onge
GIVEN NAMESChristina
FAMILY NAMESt-Onge
SIGNATUREST-ONGE C
AFFILIATIONSCentre de pédagogie des sciences de la santé, Faculté de médecine et des sciences de la santé, Université de Sherbrooke
VERIFIEDNo
TOTAL WORKS7
TOTAL CITATIONS1
WORKS AS AUTHOR7
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2014
LATEST PUBLICATION YEAR2022
H-INDEX1

  • Written-Based Progress Testing

    Vincent Dion, Christina St‐onge et al.ARTICLEAcademic Medicine2022

    PURPOSE: Progress testing is an increasingly popular form of assessment in which a comprehensive test is administered to learners repeatedly over time. To inform potential users, this scoping review aimed to document barriers, facilitators, and potential outcomes of the use of written progress tests in higher education. METHOD: The authors followed Arksey and O'Malley's scoping review methodology to identify and summarize the literature on progre…

  • Sound Practices

    Christina St‐onge, Christina St-Onge et al.ARTICLEAcademic Medicine2021

    PURPOSE: Written examinations such as multiple-choice question (MCQ) exams are a key assessment strategy in health professions education (HPE), frequently used to provide feedback, to determine competency, or for licensure decisions. However, traditional psychometric approaches for monitoring the quality of written exams, defined as items that are discriminant and contribute to increase the overall reliability and validity of the exam scores, usu…

  • Engagement des étudiants

    Open AccessGéraldine Heilporn, Sawsen Lakhal et al.ARTICLEMesure et évaluation en éducation2021Cited by: 1References: 3

    Les modalités de cours hybrides, qui combinent des activités synchrones (en classe ou virtuelles) et en ligne asynchrones, représentent un terrain potentiel d’augmentation du niveau d’engagement des étudiants dans leurs cours. L’étude de l’engagement des étudiants dans ces modalités nécessite toutefois l’élaboration d’une échelle de mesure, soit l’objectif de cet article. La nouvelle Échelle multidimensionnelle d’engagement des étudiants dans des…

  • Examinee Cohort Size and Item Analysis Guidelines for Health Professions Education Programs

    André-Sébastien Aubin, Meredith Young et al.ARTICLEAcademic Medicine2020

    PURPOSE: Using item analyses is an important quality-monitoring strategy for written exams. Authors urge caution as statistics may be unstable with small cohorts, making application of guidelines potentially detrimental. Given the small cohorts common in health professions education, this study's aim was to determine the impact of cohort size on outcomes arising from the application of item analysis guidelines. METHOD: The authors performed a Mon…

  • The Effect of Foregrounding Intended Use on Observers’ Ratings and Comments in the Assessment of Clinical Competence

    Walter TAVARES, Meredith Young et al.ARTICLEAcademic Medicine2020

    PURPOSE: Some educational programs have adopted the premise that the same assessment can serve both formative and summative goals; however, how observers understand and integrate the intended uses of assessment may affect the way they execute the assessment task. The objective of this study was to explore the effect of foregrounding a different intended use (formative vs summative learner assessment) on observer contributions (ratings and comment…

  • Student engagement

    Open AccessGéraldine Heilporn, Sawsen Lakhal et al.ARTICLEMesure et évaluation en éducation2020References: 4

    Blended course modalities combine synchronous activities (face-to-face or in virtual classrooms) with asynchronous online activities, and they represent a fertile ground for enhancing student engagement. However, studying student engagement in these environments requires the development of a measurement scale, which is the purpose of this paper. This new measurement scale for student engagement in blended course modalities (EMEECH) provides resea…

  • Utilisation du Mini Entrevues Multiples en contexte francophone

    Open AccessChristina St‐onge, Christina St-Onge et al.ARTICLEMesure et évaluation en éducation2014

    Le succès académique antérieur s’avère le meilleur prédicteur du succès académique en médecine, mais cet indicateur n’informe en rien quant aux habiletés non cognitives des candidats. Le Mini Entrevues Multiples (MEM), une mesure d’habiletés non cognitives, démontre une bonne fidélité et validité prédictive. L’objectif de la présente étude était de mesurer la fidélité du MEM UdeS élaboré et administré dans le cadre du processus de sélection au do…