Impact of Progress testing on the learning experiences of students in medicine, dentistry and dental therapy
Abstract Aims To investigate the impact of progress testing on the learning experiences of undergraduate students in three programs namely, medicine, dentistry and dental therapy. Methods Participants were invited to respond to an online questionnaire to share their perceptions and experiences of pr...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2018-11-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s12909-018-1357-1 |
| _version_ | 1818215956654063616 |
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| author | Kamran Ali Josephine Cockerill Daniel Zahra Christopher Tredwin Colin Ferguson |
| author_facet | Kamran Ali Josephine Cockerill Daniel Zahra Christopher Tredwin Colin Ferguson |
| author_sort | Kamran Ali |
| collection | DOAJ |
| description | Abstract Aims To investigate the impact of progress testing on the learning experiences of undergraduate students in three programs namely, medicine, dentistry and dental therapy. Methods Participants were invited to respond to an online questionnaire to share their perceptions and experiences of progress testing. Responses were recorded anonymously, but data on their program, year of study, age, gender, and ethnicity were also captured on a voluntary basis. Results A total of 167 participants completed the questionnaire yielding a response rate of 27.2% (n = 167). These included 96 BMBS students (27.4%), 56 BDS students (24.7%), and 15 BScDTH students (39.5%). A 3 -Program (BMBS, BDS, BScDTH) by 8-Topic (A-H) mixed analysis of variance (ANOVA) was conducted on the questionnaire responses. This revealed statistically significant main effects of Program and Topic, as well as a statistically significant interaction between the two (i.e. the pattern of topic differences was different across programs). Conclusions Undergraduate students in medicine, dentistry, and dental therapy and hygiene regarded PT as a useful assessment to support their learning needs. However, in comparison to students in dentistry and dental therapy and hygiene, the perceptions of medical students were less positive in several aspects of PT. |
| first_indexed | 2024-12-12T06:44:19Z |
| format | Article |
| id | doaj.art-4a1b573ababb44bf8a66d0fc90b00e21 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-12T06:44:19Z |
| publishDate | 2018-11-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-4a1b573ababb44bf8a66d0fc90b00e212022-12-22T00:34:15ZengBMCBMC Medical Education1472-69202018-11-0118111110.1186/s12909-018-1357-1Impact of Progress testing on the learning experiences of students in medicine, dentistry and dental therapyKamran Ali0Josephine Cockerill1Daniel Zahra2Christopher Tredwin3Colin Ferguson4Faculty of Medicine and Dentistry, University of PlymouthFaculty of Medicine and Dentistry, University of PlymouthFaculty of Medicine and Dentistry, University of PlymouthPeninsula Dental School, University of PlymouthFaculty of Medicine and Dentistry, University of PlymouthAbstract Aims To investigate the impact of progress testing on the learning experiences of undergraduate students in three programs namely, medicine, dentistry and dental therapy. Methods Participants were invited to respond to an online questionnaire to share their perceptions and experiences of progress testing. Responses were recorded anonymously, but data on their program, year of study, age, gender, and ethnicity were also captured on a voluntary basis. Results A total of 167 participants completed the questionnaire yielding a response rate of 27.2% (n = 167). These included 96 BMBS students (27.4%), 56 BDS students (24.7%), and 15 BScDTH students (39.5%). A 3 -Program (BMBS, BDS, BScDTH) by 8-Topic (A-H) mixed analysis of variance (ANOVA) was conducted on the questionnaire responses. This revealed statistically significant main effects of Program and Topic, as well as a statistically significant interaction between the two (i.e. the pattern of topic differences was different across programs). Conclusions Undergraduate students in medicine, dentistry, and dental therapy and hygiene regarded PT as a useful assessment to support their learning needs. However, in comparison to students in dentistry and dental therapy and hygiene, the perceptions of medical students were less positive in several aspects of PT.http://link.springer.com/article/10.1186/s12909-018-1357-1AssessmentEducationLearningProgress testingStudentsUndergraduate |
| spellingShingle | Kamran Ali Josephine Cockerill Daniel Zahra Christopher Tredwin Colin Ferguson Impact of Progress testing on the learning experiences of students in medicine, dentistry and dental therapy BMC Medical Education Assessment Education Learning Progress testing Students Undergraduate |
| title | Impact of Progress testing on the learning experiences of students in medicine, dentistry and dental therapy |
| title_full | Impact of Progress testing on the learning experiences of students in medicine, dentistry and dental therapy |
| title_fullStr | Impact of Progress testing on the learning experiences of students in medicine, dentistry and dental therapy |
| title_full_unstemmed | Impact of Progress testing on the learning experiences of students in medicine, dentistry and dental therapy |
| title_short | Impact of Progress testing on the learning experiences of students in medicine, dentistry and dental therapy |
| title_sort | impact of progress testing on the learning experiences of students in medicine dentistry and dental therapy |
| topic | Assessment Education Learning Progress testing Students Undergraduate |
| url | http://link.springer.com/article/10.1186/s12909-018-1357-1 |
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