Exploring the Impact of Assessment on Medical Students’ Learning
Bibliographic Data
| ID | 19378993 |
|---|---|
| Authors | Robyn Preston (0000-0003-4700-1521, James Cook University), Monica Gratani (0000-0003-3461-7589, James Cook University), Kimberley Owens (James Cook University), Poornima Roche (0000-0002-8597-5055, James Cook University), Monika Zimanyi (0000-0002-6482-0564, James Cook University), Bunmi S Malau-Aduli (0000-0001-6054-8498, James Cook University, corresponding author) |
| Year | 2020 |
| Volume | 45 |
| Issue | 1 |
| Pages | 109-124 |
| Publication date | 2020-01-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2019.1614145 |
| OpenAlex | W2945321043 |
| Language | EN |
| Citations received | 14 |
| References cited | 45 |
What and how students learn depend largely on how they think they will be assessed. This study aimed to explore medical studentsâ perception of the value of assessment and feedback on their learning, and how this relates to their examination performance. A mixed methods research design was adopted in which a questionnaire was developed and administered to the students to gain their perceptions of assessments. Perceptions were further explored in focus group discussions. Survey findings were correlated with studentsâ performance data and academic coordinatorsâ perceptions. Studentsâ perceptions of the level of difficulty of different assessments mirrored their performance in examinations, with an improvement observed in clinical assessments as students progressed through their degree. Students recognised that feedback is important to allow improvements and seek more timely, better quality and personalised feedback. Academic coordinators identified that some of the studentsâ suggestions are more realistic than others. Students had a positive attitude towards assessment, but emphasised the need for educators to highlight the relevance of assessment to clinical practice. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group
Focus group · Mathematics education · Medical education · Perception · Clinical Reasoning and Diagnostic Skills · Innovations in Medical Education · Medicine · Psychology · Radiology practices and education
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| Citations per year | 2.33 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |