Students' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculum
<p>Abstract</p> <p>Background</p> <p>"Examinations drive students' learning." This statement refers to what is assumed to be one of the strongest relationships in education. We explored in this research how and why students differ in their approaches to l...
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| Format: | Article |
| Language: | English |
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BMC
2009-12-01
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| Series: | BMC Research Notes |
| Online Access: | http://www.biomedcentral.com/1756-0500/2/263 |
| _version_ | 1818359091651674112 |
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| author | van der Vleuten Cees Al-Moamary Mohamed S Al Kadri Hanan MF |
| author_facet | van der Vleuten Cees Al-Moamary Mohamed S Al Kadri Hanan MF |
| author_sort | van der Vleuten Cees |
| collection | DOAJ |
| description | <p>Abstract</p> <p>Background</p> <p>"Examinations drive students' learning." This statement refers to what is assumed to be one of the strongest relationships in education. We explored in this research how and why students differ in their approaches to learning, how assessment affects deep learning, and which barriers stand in the way of good assessment and learning in the clinical years of a Problem Based Learning (PBL) graduate entry medical curriculum.</p> <p>Findings</p> <p><b>Method: </b>We conducted a qualitative, phenomenological study using semi-structured group interviews with students and semi-structured individual interviews with teachers and students. The transcripts were analyzed, and themes were identified.</p> <p><b>Setting</b>: The research was conducted at the King Saud bin Abdulaziz University for Health Sciences, College of Medicine, Riyadh, Saudi Arabia from November 2007 to March 2008.</p> <p><b>Results: </b>A total of 28 students participated in 7 focus group interviews. Semi-structured individual interviews were conducted with 12 teachers and 12 students. The analysis yielded four themes: summative assessment, formative assessment, continuous assessment of clinical attachments, and learning objectives.</p> <p>Conclusions</p> <p>The results of this study confirm that assessment affects students' perceptions of learning and how they learn. These effects are not uniformly positive. According to the students, the predominantly summative assessment program offers little inducement to engage in deep learning. They express a clear preference for formative assessment, which may foster a deeper approach to learning. Efforts to achieve more clinically relevant assessment with adequate balance between the various types of assessment are required. Research is needed to decide this balance.</p> |
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| format | Article |
| id | doaj.art-abcbce24d93b411c9b753e3c45db0c0c |
| institution | Directory Open Access Journal |
| issn | 1756-0500 |
| language | English |
| last_indexed | 2024-12-13T20:39:23Z |
| publishDate | 2009-12-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Research Notes |
| spelling | doaj.art-abcbce24d93b411c9b753e3c45db0c0c2022-12-21T23:32:12ZengBMCBMC Research Notes1756-05002009-12-012126310.1186/1756-0500-2-263Students' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculumvan der Vleuten CeesAl-Moamary Mohamed SAl Kadri Hanan MF<p>Abstract</p> <p>Background</p> <p>"Examinations drive students' learning." This statement refers to what is assumed to be one of the strongest relationships in education. We explored in this research how and why students differ in their approaches to learning, how assessment affects deep learning, and which barriers stand in the way of good assessment and learning in the clinical years of a Problem Based Learning (PBL) graduate entry medical curriculum.</p> <p>Findings</p> <p><b>Method: </b>We conducted a qualitative, phenomenological study using semi-structured group interviews with students and semi-structured individual interviews with teachers and students. The transcripts were analyzed, and themes were identified.</p> <p><b>Setting</b>: The research was conducted at the King Saud bin Abdulaziz University for Health Sciences, College of Medicine, Riyadh, Saudi Arabia from November 2007 to March 2008.</p> <p><b>Results: </b>A total of 28 students participated in 7 focus group interviews. Semi-structured individual interviews were conducted with 12 teachers and 12 students. The analysis yielded four themes: summative assessment, formative assessment, continuous assessment of clinical attachments, and learning objectives.</p> <p>Conclusions</p> <p>The results of this study confirm that assessment affects students' perceptions of learning and how they learn. These effects are not uniformly positive. According to the students, the predominantly summative assessment program offers little inducement to engage in deep learning. They express a clear preference for formative assessment, which may foster a deeper approach to learning. Efforts to achieve more clinically relevant assessment with adequate balance between the various types of assessment are required. Research is needed to decide this balance.</p>http://www.biomedcentral.com/1756-0500/2/263 |
| spellingShingle | van der Vleuten Cees Al-Moamary Mohamed S Al Kadri Hanan MF Students' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculum BMC Research Notes |
| title | Students' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculum |
| title_full | Students' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculum |
| title_fullStr | Students' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculum |
| title_full_unstemmed | Students' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculum |
| title_short | Students' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculum |
| title_sort | students and teachers perceptions of clinical assessment program a qualitative study in a pbl curriculum |
| url | http://www.biomedcentral.com/1756-0500/2/263 |
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