Establishing Tellme – an online platform for self-directed, formative assessment of knowledge acquisition across an undergraduate medical curriculum
Bibliographic Data
| ID | 21447477 |
|---|---|
| Authors | Julius Josef Kaminski (0000-0002-0310-2956, Charité - Universitätsmedizin Berlin), Anne Franz (0000-0001-9776-7635, Charité - Universitätsmedizin Berlin), Ylva Holzhausen (0000-0001-8710-8257, Charité - Universitätsmedizin Berlin), Hans Hellfried Wedenig (0000-0002-5898-8870, Charité - Universitätsmedizin Berlin), Fabrice Sporn (0009-0003-7322-1234, Charité - Universitätsmedizin Berlin), Hans Peters (0000-0003-1441-7512, Charité - Universitätsmedizin Berlin, corresponding author) |
| Year | 2025 |
| Volume | 47 |
| Issue | 4 |
| Pages | 696-704 |
| Publication date | 2025-04-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Medical Teacher (JOURNAL) |
| Journal identifiers | ISSN: 0142-159X • E-ISSN: 1466-187X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0142159x.2024.2362896 |
| PMID | 38889320 |
| OpenAlex | W4399765778 |
| Language | EN |
| References cited | 18 |
PURPOSE: The purpose of this study is to report on the design, implementation, use and evaluation of TELLme, an online platform with annotated multiple-choice questions (MCQs) for formative assessment of knowledge acquisition covering an entire undergraduate medical curriculum. MATERIALS AND METHODS: We used the Educational Design Research (EDR) framework to develop TELLme as an online platform with 24/7 access for students in a co-creation process between educators, faculty and students. EDR cycle 1 focused on prototyping, while EDR cycle 2 focused on upscaling, usage analysis and evaluation. Database entries were analysed for TELLme usage. Online surveys evaluated platform usability and support for student learning. RESULTS: At the end of EDR cycle 2, TELLme contained 6,713 fully annotated MCQs aligned with the cognitive learning objectives of the curriculum. Up to 600 students per day used TELLme to self-assess their knowledge, answering 3,168,622 MCQs in two semesters. Surveys indicated good usability of TELLme, 75% of students indicated that TELLme helped them to identify knowledge gaps, and 72% agreed that TELLme supported their learning. CONCLUSIONS: Medical students use TELLme extensively to formatively assess their learning in a self-directed manner across the entire curriculum. TELLme aligns with the existing summative and formative system of assessment of the study programme
Curriculum · Educational measurement · Formative assessment · Knowledge Acquisition · Knowledge management · Knowledge survey · Mathematics education · Medical education · Multiple choice · Online assessment · Pedagogy · Summative assessment · Computer Science · Innovations in Medical Education · Innovative Teaching Methods · Medicine · Psychology · Student Assessment and Feedback
| Highly cited | No |
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